Working with peers

last updated:September 2010

How can working with their peers help pupils to learn?

Research evidence
More effective teachers are convinced of the value of pupil discussion. Working with their peers allows pupils to see different ways of tackling the same task and, as a result, extend their own repertoire. Pupils also come to learn new and better strategies through trying to explain the strengths and weaknesses in their own work to others.

One study found that some less effective mathematics teachers believed that the best approach to help pupils learn mathematics was individualised practice and problem-solving. They rarely asked pupils to work in groups. Because the pupils worked individually, they did not become aware of the approaches other pupils used, which narrowed the pupils’ sense of possibilities. 

Your evidence
You might like to explore the learning that takes place between pairs or small groups of pupils in one of your classes.

You could monitor an activity specifically designed to help your pupils learn from each other, such as a mathematical investigation in which pupils are asked how they could share two cakes equally between six children, or work out how many tiles they would need to cover a floor.

You could observe a group, listening to and noting down the strategies they suggest. You could also ask your pupils to share the various strategies they explored in their groups with you and the rest of the class during a plenary session.

Next steps
Having gained an idea of strategies your pupils use, you might like to consider how you might help to enhance them. For example, you could ask your pupils to reflect on the strengths and weaknesses of each other’s strategies, noting perhaps quick and efficient ways of working. Could you share ideas with a colleague about ways of getting pupils to work effectively with each other?