Arusha – Standard Six Exams | Terminal 2026 | Download All Subjects
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Rogoff (1991) has argued that children’s and teachers’ roles are really complementary: children do not merely receive teachers’ guidance, they actively seek and structure the 14 assistance of those around them in learning how to solve problems of all kinds. She calls this kind of process “guided participation”.
It is important to note that this is a process where both the agency of the learner (or learners in collaboration) and teacher guidance are important. Many studies have shown that reciprocal peer tutoring has much potential for developing children’s learning. However Topping (1992), reviewing the evidence of the success of this technique, argued that it worked effectively only when teachers gave pupils specific preparation and clear guidance on how to work together effectively on the task.