ASK TO THINK-TEL WHY(R)(C) - A MODEL OF TRANSACTIVE PEER TUTORING FORSCAFFOLDING HIGHER-LEVEL COMPLEX LEARNING

This article presents an inquiry-based model of mutual peer tutoring c alled ASK to THINK-TEL WHY(R)(C)'. The model is described along with i ts purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring sy stems used to promote learning at the comprehension level, this model is designed to promote higher level complex learning, namely the const ruction of new knowledge. The model emphasizes reciprocal tutor-tutee roles, supportive communication, and elaborated explanation and questi oning skills. When in the tutoring role, students learn to use differe nt kinds of questions to prompt their partners to make corresponding r esponses. Tutors also learn to sequence their questioning in a particu lar way. Thus, during this transactive process, partners scaffold each other's thinking and learning to progressively higher levels. Mechani sms involved in this form of peer-mediated learning are discussed alon g with results of research on the model's effectiveness.