We know that many of the pupils chosen for small-group tuition are likely to come from socioeconomically disadvantaged backgrounds. These are often the pupils that benefit most from predominantly oral, rather than written, interventions. This is why, at Pearson, our tutors are trained to use specific oral teaching techniques, such as ‘thinking aloud’, discussing and explaining/critiquing answers. Numerous research studies and meta-analyses show that the potential impact of these types of metacognitive strategies on achievement is high, and they are usually more effective when taught in small, collaborative groups.

But what is the key to ensuring that these small, group sessions have successful and positive outcomes?

First, the basics need to be established – the things which any good small-group tutoring programme should have as standard. Pearson have defined these as fully qualified and experienced teachers, high quality resources, a solid delivery platform and a robust process of teaching, learning, feedback and assessment.

Once in place, at Pearson, we see small-group tuition as having four key principles for success:

• flexibility
• collaboration
• engagement and motivation
• reflection.

Flexibility

Our tutors are trained to develop an awareness of their students' needs and to respond to each group’s learning as it develops. An introductory meeting with their student’s class teacher/s and a set of pre-tests ensure that our tutors know exactly where each child is starting from and where it is hoped they will reach by the end of the tutoring block.

Our tutors use metacognitive strategies such as ‘think aloud’ to move learning on or to circle back to previous learning for consolidation. The tutor live models verbalising the thought processes in which students should engage when completing a task. Students hear a piece of learning broken down into the steps they need to take. They see the challenges the task presents and how to work out those problems. They see that it is possible to change their approach after making a mistake, and that making mistakes is part of their learning journey.

For these students who once may have felt that progression in their learning was an unattainable goal, these metacognitive strategies empower them and give them more control over their learning.

In addition, whilst all our tutors use our Tutors’ Guild resources as the primary focus for each of their tutorials, they are encouraged to use their skills as teachers to adapt and add to these resources to meet the specific needs of the students and maximise benefit.

Collaboration

Small-group tuition is not unique in being collaborative, but what is special is the intensity of this interaction. Disadvantaged students can often be identified as those whose lack of confidence manifests itself in particular ways in classroom settings – disruptive, withdrawn or reluctant behaviours are often common for these students, especially when a discussion is underway.

When given the opportunity to contribute to a discussion in a smaller group, these students often feel less inhibited and more valued. The bond which grows between themselves and their peers as the tutoring block progresses often adds to students’ new-found confidence.

Collaborative learning also helps students to:

• reflect on their own learning
• learn from others as well as their tutor
• increase participation from more shy students
• increase everyone’s engagement

Students find that they get immediate and detailed formative feedback, both from each other and from their tutor.

Engagement and motivation

Small group teaching cultivates creativity, passion and enthusiasm. It offers students an opportunity to develop their own academic identity, and nurtures participation and an authentic sense of engagement within the group. 'School’ becomes a process of learning together. For our tutors, finding innovative ways to sustain this engagement not only improves learning but also makes teaching more enjoyable, rewarding and challenging.

Tutors who have been tutoring online for a while tell us that there are additional things you can do to improve motivation when working online. Instructions are kept simple, pace is maintained and the tutor regularly checks that each student is alright and understands the content of the lesson. Students are assigned roles within group discussions so that each participant has the opportunity to contribute.

Reflection

Reflecting on learning is key, not just at the end of a block of learning, but at the beginning, and continuously throughout. In a small group setting, quick checks of understanding, open questions and end of session reflective questions are an effective way to ensure that no student is left behind. We encourage students to use the K-W-L grid to encourage discussion about and reflection on learning within the group:

• What do I Know? (start or middle of a session)
• What do I Want to know? (start or middle of a session)
• What have I Learned? (end of a session).

At Pearson, we are confident that working in small groups, with our fully qualified and specially trained tutors, will give your pupils exactly the boost they need.