Peer instruction is an evidence-based teaching strategy that deepens learning by involving students in their own learning and focusing their attention on concepts they must explain and clarify to their colleagues. It is highly effective and relatively easy to implement.
This workshop on Peer Instruction is designed to equip you with an understanding of peer instruction, the research on its implementation, and how to infuse it into their classes this semester. The peer instruction strategy is a great example of how a small adjustment to instructional practice can potentially have significant impact on student experience and success. Participants in this workshop are asked only to arrive motivated to improve practice, and they’ll leave with a plan for effective, evidence-based change using peer instruction!
After attending the workshop, participants will be able to:
- plan implementation of peer instruction in their own context
- anticipate and overcome barriers to effective use of peer instruction
- identify appropriate assessments to measure the effectiveness of the peer instruction strategy
Presentation Files
- Presentation
- Recording available upon request
- This recording is intended for workshop participants to review. Please direct any additional requests for access to the Drake Institute (drakeinstitute@osu.edu)
We strive to host inclusive, accessible events that enable all individuals, including individuals with disabilities, to engage fully. To request an accommodation for the above materials or for inquiries about accessibility, contact drakeinstitute@osu.edu.
This event is part of the Active Learning Workshop Series. Participants are encouraged to register for all three workshops or register solely for the workshops that align with their needs. This workshop series will span through the full academic year 2024-2025. Spring 2025 workshop dates will be announced at a later date.
Autumn workshop dates are as follows:
September 6: An Introduction to Evidence-Based Active Learning
September 19: Student Engagement Strategies: Peer Instruction
October 2: Making Active Learning Work: A Deep Dive into Implementation Strategies
Literature Cited
- Andrews, M., Prince, M., Finelli, C., Graham, M., Borrego, M., & Husman, J. (2021). Explanation and Facilitation Strategies Reduce Student Resistance to Active Learning. College Teaching, 1–11. https://doi.org/10.1080/87567555.2021.1987183
- Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta -analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, 86, 66–77. https://doi.org/10.1016/j.ijer.2017.08.009
- Brooks, B. J., & Koretsky, M. D. (2011). The Influence of Group Discussion on Students’ Responses and Confidence during Peer Instruction. Journal of Chemical Education, 88(11), 1477–1484. https://doi.org/10.1021/ed101066x
- Cortright, R. N., Collins, H. L., & DiCarlo, S. E. (2005). Peer instruction enhanced meaningful learning: ability to solve novel problems. Advances in Physiology Education, 29(2), 107–111. https://doi.org/10.1152/advan.00060.2004
- Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction. Physical Review Physics Education Research, 12(1). https://doi.org/10.1103/physrevphyseducres.12.010110
- Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer Instruction: Results from a Range of Classrooms. The Physics Teacher, 40(4), 206–209. https://doi.org/10.1119/1.1474140
- James, M. C., Barbieri, F., & Garcia, P. (2008). What Are They Talking About? Lessons Learned from a Study of Peer Instruction. Astronomy Education Review, 7(1), 37–43. https://doi.org/10.3847/aer2008004
- Lasry, N. (2008). Clickers or Flashcards: Is There Really a Difference? The Physics Teacher, 46(4), 242–244. https://doi.org/10.1119/1.2895678
- Nielsen, K. L., Hansen-Nygård, G., & Stav, J. B. (2012). Investigating Peer Instruction: How the Initial Voting Session Affects Students’ Experiences of Group Discussion. ISRN Education, 2012, 1–8. https://doi.org/10.5402/2012/290157
- Papadopoulos, P. M., Obwegeser, N., & Weinberger, A. (2021). Let me explain! The effects of writing and reading short justifications on students’ performance, confidence and opinions in audience response systems. Journal of Computer Assisted Learning, 38(2), 327–337. https://doi.org/10.1111/jcal.12608
- Perez, K. E., Strauss, E. A., Downey, N., Galbraith, A., Jeanne, R., & Cooper, S. (2010). Does Displaying the Class Results Affect Student Discussion during Peer Instruction? CBE Life Sciences Education, 9(2), 133–140. https://doi.org/10.1187/cbe.09-11-0080
- Turpen, C., & Finkelstein, N. D. (2009). Not all interactive engagement is the same: Variations in physics professors’ implementation ofPeer Instruction. Physical Review Special Topics - Physics Education Research, 5(2). https://doi.org/10.1103/physrevstper.5.020101
- Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences. Physical Review Special Topics - Physics Education Research, 6(2). https://doi.org/10.1103/physrevstper.6.020123
- Turpen, C., Dancy, M. H., & Henderson, C. (2010). Faculty Perspectives On Using Peer Instruction: A National Study. Nucleation and Atmospheric Aerosols. https://doi.org/10.1063/1.3515235
- Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-Based Implementation of Peer Instruction: A Literature Review. CBE—Life Sciences Education, 14(1), es3. https://doi.org/10.1187/cbe.14-11-0198
- Zayac, R. M., Ratkos, T., Frieder, J. E., & Paulk, A. (2015). A Comparison of Active Student Responding Modalities in a General Psychology Course. Teaching of Psychology, 43(1), 43–47. https://doi.org/10.1177/0098628315620879
Upcoming Events
| Date | Learn More |
|---|---|
| September 23, 2024 | |
| September 26, 2024 | |
| October 1, 2024 | |
| October 2, 2024 | |
| October 7, 2024 |