Cross-age:

Building Connections with Younger Students

Why Cross-Age Peer to Peer Important

• Students often enjoy learning from each other more than from adults�
• Older students are often seen as more relatable, and “cooler” than teachers�
• Younger students benefit from having a more experienced or mature peer to look up to�

Why Cross-Age Peer to Peer is Important

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• Older students can model both academic skills and positive social behavior

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• You can also show classmates how to engage with students who have IEPs in inclusive and respectful ways�
• When peers see those interactions modeled, they’re more likely to join in, helping expand friendships�

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Things to Remember

• Maintain the “Participation Model” mindset
• The goal remains the same: all students engage in shared activities in a reciprocal manner
• Peer to Peer is about friendships, not about having students acting as mini-teachers
• Norman Kunc quote: Unless help is reciprocal, the inherent inequity between 'helper' and 'helpee' will contaminate the authenticity of a relationship."

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An Analogy

"Cross Age Partnerships: Like building a LEGO set together."�The older student might know the instructions a little better, but both students are building something cool side by side. They talk about where the pieces go, try things out, and sometimes even figure out new ways together. It’s not about one person doing all the work, it’s about making something awesome as a team.

Participation in the Classroom

Partnerships can support engagement:

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• The peer partner and focus student has the same worksheet and/or materials and work at the same time

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• The peer partner and focus student share a worksheet and/or materials, taking turns to complete the task

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• The peer partner and focus student participate together in a number or letter/word scavenger hunt in the hallway.

Participation in the Classroom

Considerations:

• Be mindful of seating arrangement
• Sitting next to each other rather than across the table from one another feels more participatory and less instructional
• Focus on how interactions can be a "with" or a "together” rather than a “for”
• You are not the classroom teacher or teacher helper

Participation in Non-Instructional Settings (Recess, Lunch)

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• The peer partner and focus student eat lunch together with classroom peers…yes, you will eat something too

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• The peer partner and focus student play at recess together and invite other classmates to join

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• The peer partner and focus student go to art together and create individual or shared artwork alongside classmates…keep in mind to include other classmates

Participation in Non-Instructional Settings (Recess, Lunch)

Considerations:

• Be mindful of seating arrangement ... next to each other rather than across the table
• Focus on how interactions can be a "with" or a "together” rather than “for”
• “Cool Factor”: Encourage connections with your friend and their classmates

Regular Check-ins

• We will check in with you to support you
• Don’t be afraid to ask questions
• And remember…you are there to participate, model, and grow opportunities and friendships

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