Teaching Literacy in the Visible Learning Classroom, Grades 6-12 by Douglas Fisher & Nancy Frey & John Hattie & Marisol Thayre

Author:Douglas Fisher & Nancy Frey & John Hattie & Marisol Thayre
Language: eng
Format: epub
Publisher: SAGE Publications
Published: 2018-04-05T11:23:26.882856+00:00

EFFECT SIZE FOR SOCIAL SKILLS PROGRAMS = 0.39

Bowman-Perrott, Burke, Nan, and Zaini (2014) conducted a meta-analysis to examine the nonacademic benefits of peer-assisted learning for students in Grades K through 12. They found good effect sizes related to social skills outcomes (ES = 0.39) and reducing disruptive and off-task behaviors (ES = 0.60). Importantly, the effect sizes were similar whether the peer-assisted learning was reciprocal (students tutoring one another) or nonreciprocal (tutor and tutee). These results make sense, in that adolescents, according to Piaget, are able to engage in formal operations of intellectual development (marked by increasingly logical thought) and become better at interpreting the behaviors and motives of others. In other words, they are becoming better attuned to one another and are strengthening their capacity to explain concepts to others. This need is certainly evident in the various content standards, such as

Listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation. (English Programmes of Study, Key Stage 4).

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (California Grade 11)

Students work productively with others in teams. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. (Texas Grade 7)

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