Peer Instruction A Users Manual Eric Mazur

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  1. Peer Instruction A User's Manual Eric Mazur
  2. Peer Instruction A User S Manual Eric Mazur

Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur in the early 1990s.[1] Originally used in many schools, including introductory undergraduate physics classes at Harvard University, peer instruction is used in various disciplines and institutions around the globe. It is a student-centered approach that involves flipping the traditional classroom by moving information transfer out and moving information assimilation, or application of learning, into the classroom. There is some research that supports the effectiveness of peer instruction over more traditional teaching methods, such as pure lecture.[2]

Peer Instruction: A User’s Manual is a step-by-step guide for instructors on how to plan and implement Peer Instruction lectures.The teaching methodology is applicable to a variety of introductory science courses (including biology and chemistry). Eric Mazur's Peer Instruction method is a research based well functioning teaching method. I have been using the materials in my highschool physics instructions, and seen the effectiveness of them. For example, well designed quizzes which I used to test reading assignments were very useful. Highly recommended for physics teachers. Nov 06, 2015  Peer Instruction A User's Manual is a book written by Eric Mazur, the initiator of this learning method. This book was published in 1997 by Prentice Hall, Inc.

Peer instruction as a learning system involves students preparing to learn outside of class by doing pre-class readings and answering questions about those readings using another method, called Just in Time Teaching.[3] Then, in class, the instructor engages students by posing prepared conceptual questions or ConcepTests that are based on student difficulties. The questioning procedure outlined by Eric Mazur is as follows:

Jul 01, 1996  Eric Mazur's Peer Instruction method is a research based well functioning teaching method. I have been using the materials in my highschool physics instructions, and seen the effectiveness of them. For example, well designed quizzes which I used to test reading assignments were very useful. Highly recommended for physics teachers. Eric Mazur's book, Peer Instruction: A User's Manual, is now available in Korean. The Korean translation by Professor Jung Bog Kim, follows the Chinese and Spanish translation of the book. 동료교수법 사용자 매뉴얼. Read more about Korean PI Manual. Eric Mazur, professor at Harvard University and a pioneer of the practice, suggests that students often seem more comfortable seeking guidance from their peers, as compared to pursuing clarification from the instructor, and therefore engage in the course at a higher level when there is the opportunity for peer instruction (Simon & Cutts, 2012). Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, 1997). Mazur's book contains an introduction to the method, an overview of the research behind it, directions for implementation, and a library of ConcepTests.

  1. Instructor poses question based on students' responses to their pre-class reading
  2. Students reflect on the question
  3. Students commit to an individual answer
  4. Instructor reviews student responses
  5. Students discuss their thinking and answers with their peers
  6. Students then commit again to an individual answer
  7. The instructor again reviews responses and decides whether more explanation is needed before moving on to the next concept.[1][4]

Peer instruction is now used in a range of institutional types[5][6] around the globe[7][8] and in many other disciplines, including philosophy,[9] psychology,[10] geology,[11] biology,[12] math,[13] computer science[14] and engineering.[8]

References[edit]

  1. ^ abEric Mazur (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJArchived 2011-10-09 at the Wayback Machine
  2. ^C. Crouch & E. Mazur (2001). Peer Instruction: Ten Years of Experience and Results, Am. J. Phys., v69, 970-977
  3. ^G. Novak et al., (1999). Just-in-Time teaching: Blending Active Learning with Web Technology. Prentice Hall, Upper Saddle River, NJ
  4. ^C. Turpen and N. Finkelstein (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences, Physical Review Special Topics, Physics Education Research,v6, n2
  5. ^A. P. Fagen, C. H. Crouch & E. Mazur (2002). Peer Instruction: Results from a Range of Classrooms Phys. Teach., v40, 206-209Archived 2012-04-01 at the Wayback Machine
  6. ^N. Lasry, E. Mazur & J. Watkins (2008). Peer Instruction: From Harvard to Community Colleges, Am. J. Phys., v76, 1066-1069Archived 2012-04-01 at the Wayback Machine
  7. ^D. Suppapittayaporn et al. (2008). The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand. Research in Science & Technology Education
  8. ^ abD. J. Nicol and J. T. Boyle (2003). Peer Instruction versus Class-wide Discussion in the large classes: a comparison of two interaction methods in the wired classroom, Studies in Higher Education, v28, n4, 458-73
  9. ^S. Butchart, T. Handfield & G. Restall (2009). Using Peer Instruction to Teach Philosophy, Logic and Critical Thinking. Teaching Philosophy, v32, n1, 1–40
  10. ^S.L. Chew. (2004). Using concepTests for formative assessment, Psychology Teacher Network, v14, n1, 10-12
  11. ^D. McConnell, D. Steer, & K. Owens (2003). Assessment and active learning strategies for introductory geology courses, Journal of Geoscience Education, v51, n2, 205-216Archived 2012-09-11 at the Wayback Machine,
  12. ^M. Smith, W.B. wood, W.K Adams, et al. (2009).Why Peer Discussion Improves Student Performance on In-Class Concept Questions, Science, v232, n5190, 122-124
  13. ^S. Pilzer (2001). Peer Instruction in Physics and Mathematics. Primus, v11, n1, 185-92
  14. ^Beth Simon, et al. 'Experience report: peer instruction in introductory computing.' ACM (2010).

See also[edit]

External links[edit]

  • Peer Instruction Network, co-founded by Eric Mazur and Julie Schell, a global social network for educators interested in peer instruction
  • Turn to Your Neighbor, the official blog of peer instruction, containing numerous articles on implementation, resources, and use
  • The PER User's Guide, an implementation guide and numerous resources on peer instruction
Retrieved from 'https://en.wikipedia.org/w/index.php?title=Peer_instruction&oldid=878272491'

WHAT IS IT?

Peer Instruction A User's Manual Eric Mazur

Are you interested in exploring ways to motivate students to attend class and to engage them more deeply in the content during class?

Peer Instruction, a structured teaching practice that requires students to examine their own and their classmates’ reactions to and analysis of the content, is a simple yet effective way to engage students. Rather than simply lecturing and having a discussion, the instructor periodically asks students to consider a carefully designed “concept” question, related to known areas of common confusion or misunderstanding. Students take a few minutes to formulate their answers to these questions and then work in small groups to arrive at consensus. This group discussion often results in students explaining the concepts and providing clarifications to their teammates who may have answered it incorrectly at first (hence the name of the practice, Peer Instruction). Full class discussion, guided by the instructor, takes place as a final step providing additional modeling of concepts and further clarification as needed.

WHAT IS THE EVIDENCE PEER INSTRUCTION HAS A POSITIVE IMPACT ON LEARNING?

Research in the effective use of the Peer Instruction has shown that the practice:

  • Increases students’ conceptual understanding and traditional quantitative problem solving in the math and science disciplines (Crouch & Mazur, 2012).
  • Supports better retention of knowledge. “Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer” (Lambert, 2012, para 10).
  • Increases course satisfaction and retention for students (Crouch, Watkins, Fagen, & Mazur, 2007).
  • Increases student engagement. Eric Mazur, professor at Harvard University and a pioneer of the practice, suggests that students often seem more comfortable seeking guidance from their peers, as compared to pursuing clarification from the instructor, and therefore engage in the course at a higher level when there is the opportunity for peer instruction (Simon & Cutts, 2012).

PEER INSTRUCTION IN ACTION

The following are some of the typical steps involved in the Peer Instruction method. These steps may be modified based on the unique needs of the course or students. These steps are preceded by the instructor designing the concept questions.

  1. Students individually consider the concept question. You may consider using clickers to allow students to anonymously report their answers. Students are typically given 2-3 minutes to form their response.
  2. Students work in a small group (3-4) to discuss their individual answers to the question and to arrive at consensus on the “correct” answer. In order to reach consensus, students must explain their own reasoning and problem solving in support of their answer. Groups are given adequate time to discuss, debate, and “peer instruct” one another.
  3. After the group discussion, students are then asked to answer the question a second time, individually. Again, clickers can be used.
  4. The entire class participates in discussion led by student explanations of their group’s findings, and the instructor clarifying or modeling as needed.

WHERE CAN I LEARN MORE?

Peer Instruction A User S Manual Eric Mazur

Books:

  • Mazur, E. (1997). Peer instruction: A user's manual. Upper Saddle River, NJ: Prentice Hall.

Articles:

  • Crouch, C. H., Watkins, J., Fagen, A.P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once, in Research-Based Reform of University Physics, edited by E. F. Redish and P. J. Cooney (American Association of Physics Teachers, College Park, MD, 2007), Reviews in PER Vol. 1, http://www.percentral.org/document/ServeFile.cfm?ID=4990
  • Lambert, C. (2012).Twilight of the lecture. Harvard Magazine. (March-April). Available online at http://harvardmagazine.com/2012/03/twilight-of-the-lecture
  • Simon, B., & Cutts, Q. (2012). Peer instruction: A teaching method to foster deep understanding. Communications of the ACM, 55(2), 27-29. doi:10.1145/2076450.2076459

Websites:

REFERENCES

  • Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970.
  • Crouch, C. H., Watkins, J., Fagen, A.P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once, in Research-Based Reform of University Physics, edited by E. F. Redish and P. J. Cooney
  • Association of Physics Teachers, College Park, MD, 2007), Reviews in PER Vol. 1, http://www.percentral.org/document/ServeFile.cfm?ID=4990
  • Lambert, C. (2012).Twilight of the lecture. Harvard Magazine. (March-April). Available online at http://harvardmagazine.com/2012/03/twilight-of-the-lecture
  • RIT Teaching and Learning Services. Peer Instruction. Retrieved June, 2015.
  • Simon, B., & Cutts, Q. (2012b). Peer instruction: A teaching method to foster deep understanding. Communications of the ACM, 55(2), 27-29. doi:10.1145/2076450.2076459

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