The Power of Peers: Integrating Peer-Assisted Learning in the Orchestra

Saccardi recommends a peer-assisted learning (PAL) approach on a larger scale to address today’s student learning needs. PAL is an approach that encourages more student engagement by having students reinforce the learning that has taken place in the teacher-led phase of the lesson. Saccardi offers a variety of student-led approaches so educators are not stuck with a, “one size fits all methodology” (2023, p. 25).

Saccardi outlines PAL’s development through various 20th-Century phases of education. Saccardi writes about the shift from the competitive mentality to greater cooperation practice as we approach the 21st-Century. A reduction in teacher talk time meant students had more active engagement time with practice/application. The peer component means students are actively communicating with one-another in their interactions. Saccardi gives several PAL configurations that teachers can use - grouping students by age, ability level, pairs, or larger groups. Another consideration is the “teacher” role students take. Saccardi uses the term “tutor” and “tutee” to characterize the dynamic between the peers in PAL.

Saccardi suggests starting small with PAL. This means helping students understand how to interact in partner settings and small groups. Most of the time, students need to learn how to give feedback or lead sectionals with a common goal. Teachers should choose the pairing/groupings of students (at the beginning) so teachers can arrange students appropriately depending on the task. Once students have a grasp of cooperation and practice goals, Saccardi suggests allowing students to work organically. Saccardi provides a Student menu option of interaction choices in the article. The menu option gives students a springboard in collaboration.

Once teachers are comfortable with PAL in smaller groupings, the same approach can be applied to orchestra classrooms. This is especially useful with more experienced students. Students are encouraged to lead sections, enter mixed instrumentation arrangements, and start learning how to read music scores.

A peer-tutoring model such as one where a high school student tutors a middle school student can be rewarding and inspiring for both student musicians. While educators can have a strong influence on students, I believe students are more likely to be influenced by their peers. If this is the case, providing students with an opportunity to interact with one-another in an academic capacity means students are more attuned to the music/learning dialogue taking place. In my opinion, PAL and the life experiences offered in such interactions is priceless.