Paired Writing Planning Proforma - Peer Tutoring

1. Context And Objectives

   1. Objectives of project?
   2. Problems/needs specific to the school?
   3. Resources (material & human) available?
   4. Support from colleagues/outside agencies?

2. Materials, Topics, Adaptations to Method

   1. Rough and best copy paper (? lined), pencils/pens, highlighters, dictionary, ??rubbers
   2. Topic choosing - who does, how freely?
   3. PW Method simplified, scaffolded? (e.g. include drawing, dictaphones, etc)

3. Selection & Matching of Children

   1. Background Factors - maturity, work habits, gender balance?
   2. Age/Class/Year - same or cross?
   3. Writing Ability - same or cross? tutor/tutee differential?
   4. Roles - fixed or reciprocal?
   5. Numbers - pairs to what total?
   6. Social factors? Pre-existing relationships? Gender?
   7. Child Preference - accept to what degree?
   8. Absence? Options for Re-matching? Spare Tutors/Tutees? Individual writing?
   9. Parental Agreement - necessary?

4. Organization of Contact

   1. Time - class time/ break time/ both; fixed or various?
   2. Place - classroom/leisure or play area/other?
   3. Duration - 20, 30 minutes?
   4. Frequency - 3 x weekly for initial fluency?
   5. Variable early/late in project?
   6. Project Period - 6,8,10 weeks?

5. Training

   1. Child Training - Organization

      1. Grouping - one/two groups?
      2. Pre-train tutors?
      3. One session or more?
      4. Venue - date/time/place?
      5. A/V Equipment - available/working?
      6. Practice Topics? Practice Materials?
      7. Practice Space - check seats/noise levels
      8. Extra staff to monitor practice?

   2. Child Training - Content

      1. Verbal Instruction
      2. Demonstration - OHP needed
      3. Practice - simple common topic specified
      4. Feedback
      5. Coaching
      6. Flowchart - graphical reminder
      7. Organisational details

6. Support and Monitoring

   1. Extra staff to monitor early sessions for coaching?
   2. Self-referral - to whom?
   3. Observation - by teacher and/or child(ren)? Use monitoring checklist
   4. Self-Recording - by tutor/tutees/both? (e.g. Self & Peer Evaluation Form)
   5. Discussion - group/individual, tutors/ees separate or not?

7. Evaluation

   1. Measures of quality of writing?
   2. Current Practice - ? continue to compare to baseline
   3. Individual or collaborative writing or both?
   4. Comparisons of project progress with: 'normal' expectations/baseline/control group?
   5. Subjective Views - verbal, group or individual? - tutors/tutees/teachers?
   6. Subjective Views - written - tutors/tutees/teachers? Questionnaires provided - TRW site
   7. Monitoring Information - were organisation/technique OK?
   8. Video to capture changes in quality of interaction?
   9. Measures for socio-emotional gains?

8. Feedback

   1. Collation of information - variously for staff, children, other stakeholders
   2. Feedback to Children - verbal/written/audio visual
   3. Feedback to Staff - verbal/written/audio visual
   4. Further Decisions/Contracting - continue/reduce/change?