Peer-Partner is one of the choices available to students in Student-Directed Teaching, a progressive teaching technology. Along with and Self-Directed, Peer-Partner is a teaching style that requires a different level of independence from Command and Task. It is, to some extent, a self-directed teaching style that allows the student to learn in his or her own fashion. Under Peer-Partner, the teacher will: The student will:
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| - Peer-Partner (teaching style) (en)
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| - Peer-Partner is one of the choices available to students in Student-Directed Teaching, a progressive teaching technology. Along with and Self-Directed, Peer-Partner is a teaching style that requires a different level of independence from Command and Task. It is, to some extent, a self-directed teaching style that allows the student to learn in his or her own fashion. Under Peer-Partner, the teacher will: The student will: (en)
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| - Peer-Partner is one of the choices available to students in Student-Directed Teaching, a progressive teaching technology. Along with and Self-Directed, Peer-Partner is a teaching style that requires a different level of independence from Command and Task. It is, to some extent, a self-directed teaching style that allows the student to learn in his or her own fashion. Under Peer-Partner, the teacher will:
* Provide a unit plan consisting of the objectives for several days, written in a language that the students can understand
* Visit with each student at least once each period: this provides an opportunity to assess the progress of the peer-partners
* Determine the appropriateness of the style selected by each student
* Use good questioning techniques and negotiation to help steer the students to becoming more independent
* Provide perception checks and final tests as indicated in the unit plan
* Provide a second evaluative activity if required by an individual student The student will:
* Choose a partner very carefully, considering each other's learning characteristics when making the choice
* Study each objective and jointly decide how the learning will take place. Discussion is an important component of this style
* Listen to the instruction the teacher is providing for the Command and Task students, if the objective is beyond the experience of both students
* Consider what they know and what they don't know when selecting the amount and type of practice
* Check each other's work
* Declare the mark expected on each perception check
* Do more than one perception check if the declared mark is not within the flexibility factor
* Prepare a plan which will indicate how they are going to use their Earned Time. (en)
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