Position Paper on Student Collaboration and Peer-Mediated Instruction

Student Collaboration and Peer-Mediated Instruction

Position Paper

According to Comer (2001), American schools are said to be failing. It is stated by Villa, Nevin, Thousand and Liston (2005) that the students are what is missing from the collaborative equation in secondary schools. One of the most prominent methods that middle and secondary educators utilize to increase responsiveness to the needs of the students is student collaboration and peer-mediated instruction (Villa, Nevin, Thousand & Liston, 2005).

            Decision-making and instructional power should be shared with the students (Thousand, Villa & Nevin, 2002; Cited from Villa, Nevin, Thousand & Liston, 2005). This can be done by inviting students to team up as: (1) members of planning teams, establishing accommodations for themselves or classmates with and without disabilities; (2) supporter for themselves and for classmates during meetings and other major events which establish future educational and post-school choices for students; (3) social and logistical support to a classmate as a peer partner or as a member of a circle of friends (Falvey, Forest, Pearpoint & Rosenberg, 2002); (4) coaches, encouraged by teachers to give feedback about the efficiency or instructional and discipline procedures and decisions; and (5) members of school governance committees such as the school board (Villa, Thousand, Nevin & Liston, 2005).

            The development of inclusive programs for students with disabilities is designed to meet the needs of students with disabilities.