P2P learning faculty

Slide2: 

“The challenge before us is to create even more powerful and effective learning experiences in which students learn by faith… Students need opportunities to take action… Some of [those opportunities] will come in the classroom, where prepared students, exercising faith, step out beyond the light they already possess, to speak, to contribute, and to teach one another. It is precisely in that moment that the Spirit teaches.” Kim B. Clark, “Inaugural Response,” October 11, 2005 President’s Challenge

Slide3: 

BYU-Idaho Learning Model & P2P Peer Instruction is an application of the BYU-Idaho Learning Model Faith in Christ is a principle of action and power True teaching is done by and with the Holy Ghost Lay hold on the word of God Act, rather than be acted upon and accept responsibility for learning and teaching Love, teach, and serve one another

Slide4: 

BYU-Idaho Learning Model & P2P P2P one of several Learning Model Applications 1. Discussion-based learning 2. Practicum and application 3. Internships 4. Peer-to-peer learning models 5. Case method 6. Other existing applications 7. Other existing applications 8. New BYU-I Innovations 9. New BYU-I Innovations 10. New BYU-I Innovations

Slide5: 

Common Questions What is my role? What are the risks and benefits? How do we implement this? What are my resources?

Slide8: 

“A faculty member should be the engineer, the designer, the architect of the learning experiences; not just the sage on the stage telling people what he or she thinks they need to know.” --Elder David A. Bednar, November 16, 2004 President’s Q&A, BYU-Idaho

Slide10: 

Description Students learn more when they teach Teaching allows students to act Action authorizes the Holy Ghost to teach • • • General Principles Peer-to-peer (P2P) learning is a teaching method where faculty architect experiences for students to teach and be taught by each other

Slide11: 

Agency and Learning “Never, and I mean never, give a lecture where there is no student participation. A ‘talking head’ is the weakest form of class instruction. … Assure that there is abundant participation because that use of agency by a student authorizes the Holy Ghost to instruct. It also helps the student retain your message. As students verbalize truths they are confirmed in their souls and strengthen their personal testimonies.” Richard G. Scott, “To Understand and Live Truth” “Are you and I agents who act and seek learning by faith, or are we waiting to be taught and acted upon? Are the students we serve acting and seeking to learn by faith, or are they waiting to be taught and acted upon? Are you and I encouraging and helping those whom we serve to seek learning by faith?” David A. Bednar, CES Educators Address

Slide12: 

Potential Risks of P2P Learning Decreased learning outcomes Unfocused student discussion or “chatter” Faculty disengage entirely Student Peer Facilitators “take over” and lecture Novice à Novice (not Peer-to-Peer) Lack of student engagement Teaching inaccuracies

Slide13: 

Deeper student engagement Students prepare differently in order to teach Recent learning enhances explanation of difficult concepts Peer review can expand breadth and timeliness of feedback Students develop life-long learning skills How to teach peers and colleagues How to learn from peers and colleagues Deepening of conceptual understanding Potential Benefits of P2P Learning

Concept Test: Volume Flow Rate Example: 

Concept Test: Volume Flow Rate Example C. Crouch and E. Mazur, “ Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics, 69 (9) 2001. A blood platelet drifts with the flow of blood through an artery that is partially blocked As the platelet moves from the narrow to the wider region, its speed: increases remains the same decreases

Slide15: 

Concept Test Description: A conceptual problem designed to trigger peer discussion Application: Theoretical preparation Individual student polling “Convince your peers” exercise Re-vote and faculty debrief Most effective when: Introduced Structured in course design Participation is graded Revisited in testing Design: Challenging, but not overly difficult (35%-70% initially correct) Wrong answer is plausible Requires conceptual reasoning C. Crouch and E. Mazur, “ Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics, 69 (9) 2001. Outcome Measurement:

Slide16: 

Increased Conceptual Understanding: In large sample studies in Physics classes, conceptual mastery increased through concept tests and other peer learning methods R. Hake, “Interactive-engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses,” American Journal of Physics, 66 (1) 1998. 1. Volume Flow Rate Calculation Calculate the volume flow rate when the cross-section area is 0.5 cm2 and the fluid speed is 2.2 cm per second? “Students who understand the concept when the question is posed have only recently mastered the idea and are still aware of the difficulties involved in grasping the concept. Consequently, they know precisely what to emphasize.” --Eric Mazur, Peer Instruction, 1996 Traditional Peer Learning Average Normalized Gain

Slide17: 

Common Questions What is my role? What are the risks and benefits? How do we implement this? What are my resources?

Slide18: 

Peer Interaction Immersion and Formative Assessment: Discussion groups/boards, study groups, peer comparison Peer Response Deepening and Integrating Conceptual Learning: Socratic questioning, paired teaching, case studies, concept tests Peer Collaboration Joint Problem Solving and Concept Application: Group assignments/quizzes, team projects, structured activities Peer Feedback Expanded Evaluation through Peer Review Calibrated Peer Review, rubric-based evaluation Peer Facilitated Instruction Rotated or Dedicated Student-led Instruction Student-directed lesson development Peer Facilitator Student Instructor Types of Peer Learning

Slide19: 

Peer Interaction Immersion and formative assessment

Slide20: 

Peer Response Deepening and integrating conceptual learning

Slide21: 

Peer Collaboration Joint problem solving and concept application

Slide22: 

Peer Feedback Expanded evaluation through interim peer review

Slide23: 

Peer Facilitated Instruction Rotated or dedicated peer-led instruction

Architecting Peer Instruction: Semester CyclesEnglish 111 syllabus example: 

Architecting Peer Instruction: Semester Cycles English 111 syllabus example Peer Interaction Peer Collaboration Peer Feedback

Architecting Peer Instruction: Weekly CyclesPhysics weekly structure example: 

Architecting Peer Instruction: Weekly Cycles Physics weekly structure example Pre-class Classroom Section Lab Pre-reading assignment: e.g. fluid dynamics Online conceptual pre-class quiz Peer comparison Online discussion board Participation graded Concept Test administered individually Discussed in pairs or small teams Student answers defended in group discussion Cooperative activities: Group quiz Group assignments Peer facilitated instruction: Pre-assigned discussion questions

Slide26: 

Student Peer Instruction Resources Overview of Pedagogy • Departmental Training • Faculty Development Workshop • Training Resource Materials On Demand Resources • Pedagogical Advisement • Library of P2P Research • Faculty Best Practice Database • Peer Facilitator Database Joint Development Resources • Joint Development of Course • Course Advisement • Peer Facilitator Training College Resources Language and Letters Education and Human Development (Brian Schmidt) Agriculture and Life Sciences Performing and Visual Arts (Van Crawford) Business and Communications Physical Sciences and Engineering (Clark Gilbert)

Slide27: 

“They will be natural leaders who know how to teach and how to learn …. Those graduates of BYU-Idaho will become legendary for their capacity to build the people around them and to add value wherever they serve.” Elder Henry B. Eyring - “Steady Upward Course” Creating Natural Leaders Learning to Teach and Be Taught by Each Other

Slide29: 

Student Learning Faculty Effort Time Traditional Models Time Peer Learning Model Faculty Effort Student Learning “While peer instruction requires an initial increase in faculty investment, the expanded levels of student engagement, self-management, and preparation, elevate learning in very powerful ways.”  - Max Checketts, Academic Vice-President

Measuring Instructor Performance:Rethinking Teaching Evaluations: 

Measuring Instructor Performance: Rethinking Teaching Evaluations Evaluation Questions Did the instructor encourage me to prepare for class? Did the instructor allow me to participate in class? Did the instructor facilitate a culture of participation? Were student comments valued in class discussion? Did the instructor involve all students in class? Did the instructor hold me accountable for my learning? Did I have the opportunity to teach what I learned? Did I have the opportunity to learn from other students? Did I have the chance to collaborate in group assignments? Did I have the chance to evaluate/be evaluated by peers?