What stage of the peer tutoring model was represented by sentences 3, 4 and 5?
Ms. Garcia decided to use peer tutoring in her fourth grade classroom to help her students learn math facts. (1) She prepared sets of flashcards of the facts she wished to have reinforced. (2) She paired students, choosing one of each pair who knew the facts to be the tutor, and the other student who needed help. (3) She presented the idea enthusiastically to the class and introduced the content to be practiced. (4) Students then broke into their assigned pair groups and began to practice, using the flashcards and simple worksheets. (5) Ms. Garcia casually mingled with the students, answering questions, offering suggestions where needed, and praising quietly. (6) At the end of the session, the worksheets were collected to be corrected and examined for students needing further help. (7) Several pairs of students had difficulty staying on task and were noted by Ms. Garcia for adjustments in future peer tutoring sessions.
a. Evaluating
b. Implementing
c. Planning
d. The sentences did not represent any one particular stage of the model.
B
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