Peer Assisted Learning Strategies (PALS)
Peer-Assisted Learning Strategies is a strategy used often with students with learning disabilities. PALS is a version of peer tutoring. This strategy is centered on research-based, best practices for instruction in reading and math, combined with peer tutoring. PALS strategy involves the pairing of low-performing students with high-performing students in an exceedingly structured tutoring session (Hallahan & Kauffman & Pullen, 2015). PALS can be used across any grade level.
To implement this strategy, a teacher would begin by identifying a specific skill or concept that a student needs to work on, and then would proceed by choosing an appropriate peer who can help that child develop the skill or concept. The partners will then work simultaneously and collaboratively on different activities that focus on the problems they are experiencing (PALS, 2015). Pairs are changed frequently and all students should have a turn to be the tutee and tutor, while developing various skills. While students are working together, the teacher will circulate around the room to observe students and provide extra support when needed. The professionals at PALS recommend using this strategy for 20-30 minutes, 2-4 times a week. It is designed to complement already existing math and reading curriculums.
To implement this strategy, a teacher would begin by identifying a specific skill or concept that a student needs to work on, and then would proceed by choosing an appropriate peer who can help that child develop the skill or concept. The partners will then work simultaneously and collaboratively on different activities that focus on the problems they are experiencing (PALS, 2015). Pairs are changed frequently and all students should have a turn to be the tutee and tutor, while developing various skills. While students are working together, the teacher will circulate around the room to observe students and provide extra support when needed. The professionals at PALS recommend using this strategy for 20-30 minutes, 2-4 times a week. It is designed to complement already existing math and reading curriculums.
The PALS Strategy can be used across content areas, but is most frequently used in Math and Reading. A teacher would use this strategy in reading by pairing a low-performing reader with a high-performing reader. The students would work together in a shared reading activity where one student reads aloud, while the other student is actively listening. Once one student finishes the passage, the other student offers a retell of the passage, and then they switch roles.
According to the Vanderbilt Kennedy Center in 2014, repeated evaluations of PALS reading and math indicated that high achieving, average, low achieving, and students with learning disabilities made greater progress in classrooms utilizing the PALS strategy when compared to the typically structured classrooms.