In some instances, cross-age peer tutoring benefits the tutor as well as the tutee, especially when the older tutor is a low-achieving student

When implementing peer tutoring in the classroom, it is best to assign students to a single role of either a tutor or a tutee.

Good tutoring involves scaffolding as it adjusts the amount of guidance required to fit a student's current performance.

The Valued Youth program is an effective peer tutoring program that gives secondary school students who are not achieving well or are at risk for school-related problems the responsibility of tutoring elementary school children.

An efficient use of peer tutoring is to have tutors assess tutees' improvement so that they can accurately target remedial help.

Group rewards are one of the most important conditions for effective cooperative learning.

In the Student-Teams-Achievement Divisions (STAD) cooperative learning approach, students work in reciprocal pairs, taking turns summarizing information and orally presenting it to each other.

In the context of cooperative learning, it is generally recommended that small groups in classes be heterogeneous with diversity in ability, ethnic background, socioeconomic status, and gender.

A problem with heterogeneous groups is that when high-ability, low-ability, and medium-ability students are included, the medium-ability students get left out to some extent because high-ability and low-ability students form teacher-student relationships, excluding medium-ability students from group interaction.

When assigning children to groups, it is best to have approximately an equal number of boys and girls.

When students teach something to others, such as during cooperative learning or peer tutoring, they tend to learn it more deeply.

In most studies, high-achieving students perform poorly on achievement tests after working in heterogeneous groups rather than after working in homogeneous groups.

When forming ethnically and socioeconomically heterogeneous groups, it is important to pay attention to a group's composition and avoid forming groups with only one minority student.

18. One way to facilitate students' work in small groups is to assign students different roles.

In small-group interactions, research suggests that listening benefits learning more than summarizing, so if specialized roles such as "summarizers" and "listeners" are used, all members should get opportunities to be listeners.

Identify a true statement about Lev Vygotsky's social constructivist theory.

_____ is defined as a technique in which an expert stretches and supports a novice's understanding and use of a culture's skills.

Which of the following distinguishes constructivism from social constructivism?

Identify a true statement about peer tutoring.

Which of the following is a tutoring program that includes a systematic reading program on phonics, vocabulary development, and storytelling?

_____ refers to the cooperative learning method that emphasizes the following elements: face-to-face interaction, positive interdependence, individual accountability, and development of interpersonal group skills.

When heterogeneous groups are formed, students of high-ability level are most likely to form "teacher-student" relationships with students of which ability level?

In structuring small-group interactions, which of the following best describes the role of the encourager in a group?

Which of the following is a benefit of implementing cooperative learning in the classroom?

Which of the following instructional strategies would Piaget have emphasized?

Which of the following is not a characteristic of social constructivist classrooms?

Which of the following distinguishes constructivism from social constructivism?

_____ is described as the technique of changing the level of support over the course of a teaching session where a more-skilled person adjusts the amount of guidance to fit the student's current performance.

Which of the following conditions is important to implement in cooperative learning?

Which of the following is not a characteristic of social constructivist classrooms?

Which of the following is not listed as a level at which cooperation should be encouraged?

A recent analysis involving strict criteria for evidence of research support revealed that PALS has potentially positive outcomes in which of the following areas?

According to a recent review, the Peer-Assisted Learning Strategies (PALS) program was most effective with _____.

Which of the following is an advantage of cooperative learning?