PALS Peer Assisted Learning Strategies

WHAT IS PALS?

PALS is a version of class wide peer tutoring. PALS combines proven instructional principles and practices and peer mediation so that research-based reading and math activities are effective, feasible, and enjoyable. Teachers identify which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Using this information, teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Pairs are changed regularly and all students have the opportunity to be "coaches" and "players" over a period of time as students work on a variety of skills.

HOW IT WORKS

PALS creates pairs in a classroom, each of which is geared to the individual student's needs, instead of a single, teacher-directed activity that may end up addressing the problems of only a few children. The strategy also creates opportunities for a teacher to circulate in the class, observe students, and provide individual remedial lessons.

PALS is designed to complement, not replace, existing reading and math curriculum.

Kindergarten: 20-30 Minutes 3 times a week

First Grade: 30-45 minutes 3-4 times a week

Grades 2-12: 35-40 minutes 3 times a week

READING PALS

PALS Reading is a structured, peer-mediated reading

activity appropriate for students in preschool through grade

6 and high school. All students in a class are divided into

pairs. Each member of the pair takes turns being coach

and reader and are awarded points for good reading and

coaching. As the reader reads aloud, the coach listens and

provides corrective feedback. PALS does not require

special reading material. Teachers may use library books

or short stories

First-grade and grades 2-6 PALS emphasize decoding and reading fluency. There are four PALS activities that promote reading fluency and reading comprehension:

Partner reading

Paragraph shrinking

Prediction relay

Re-telling

High School PALS is similar to PALS at grades 2-6 but uses more age-appropriate motivational strategies and helping strategies

The time commitment in the classroom for implementing

PALS reading each week differs slightly depending on the

grade level and instructors have some flexibility in the

scheduling. K-Pals is done 3-4 times per week for

approximately 30 minutes per session; first grade PALS is

done 3-4 times per week for approximately 35 minutes per

session; Grades 2-6 PALS is implemented 3 times per week

for 35 minutes per session; and High School PALS is

implemented 5 times every 2 weeks for 35 minutes per

session.

In Kindergarten PALS, children practice letter-sound

correspondence, decoding, phonological awareness, and

sightwords.

MATH PALS

Math PALS has two basic coaching procedures: coaching and practice. During coaching, students work on a sheet of problems in the skill area (e.g., adding, subtracting with

regrouping, number concepts, charts, and graphs) to which they have been assigned.

The coach uses a sheet that contains a series of questions, differing by problem type,

designed to guide the player. Coaches also use a correction procedure. Coaching

usually lasts 15-20 minutes.

During practice, every student receives a mixed-problem worksheet containing the

problem type just worked on, as well as easier types of problems. Students work

independently for about two-thirds of the class period. Students then exchange papers

and score each others' practice sheets. Practice lasts 5-10 minutes.

Students earn points for cooperating and constructing good explanations during coaching and for doing problems correctly during practice.

IMPLEMENTATION

PALS is an affordable program for public schools. There is a

recommend a one-day training workshop at your site.

Depending on the workshop you choose, the presenter's

fee ranges from $1,000 to $1,500 plus travel expenses. All

workshop participants need a PALS teacher's manual which

can be purchased from Vanderbilt University prior to the

training workshop. Follow-up training is also available.

BENEFITS

PALS does not require special reading materials and

consequently enables teachers to use the reading material of

their choice. This offers teachers flexibility for incorporating PALS

into various content areas. More recently, this technique has been implemented as a strategy for ELL students with LD.

The strategy provides direct opportunities for a teacher to

circulate in the class, observe students, and offer individual

remediation. PALS therefore allows for differentiated instruction

via having partners work simultaneously on various teacher-directed activities.

Actively involves all students in tasks they can perform

successfully.

Increases student opportunity to read and practice basic math skills.

BENEFITS, CONTINUED

Motivates students to do better in reading and math.

Expands instructional resources in the classroom.

Provides for positive and productive peer interaction.

Creates opportunity for lower functioning students to assume an integral

role in a valued activity.

Allows students with disabilities to spend more time in least restrictive

environment and

increases their access to the general education curriculum.

Helps teachers accommodate academic diversity.

Accelerates student achievement in reading and math.

Is affordable and easily implemented.

Is found to be an enjoyable activity by teachers and students.

BASED ON RESEARCH THAT SUPPORTS THIS PROGRAM,

THE U.S. DEPARTMENT OF EDUCATION HAS IDENTIFIED THE

FOLLOWING CHARACTERISTICS AS NECESSARY FOR THE

SUCCESSFUL USE OF PAIRS:

Clear instructional activities are planned in advance by the

teacher and based on material that has been taught

Procedures and routines for working in pairs are taught by the

teacher in advance of peer work

Members of pairs differ in reading ability or English proficiency

Peers work together approximately 90 minutes per week in

reading and language practice.

Target population: Children in preschool through high school who have difficulties in reading or math

SOURCES

Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies: An evidence-based practice to

promote reading achievement. Learning Disabilities Research & Practice, 15(2), 85-91.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms

more responsive to diversity. American Educational Research Journal, 34(1), 174-206.

McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and

limitations of peer-mediated instruction. Reading & Writing Quarterly, 22(1), 5-25.

McMaster, K. L., Kung, S. H., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A" tier 1" approach to

promoting English learners' response to intervention. Exceptional Children, 74(2), 194-214.

Sáenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with

learning disabilities. Exceptional Children, 71(3), 231-247.