Peer Instruction is an evidence-based Instructional strategy that uses student interactions to increase learning. This student-centered pedagogy, introduced in 1991 by Dr. Eric Mazur in his physics class at Harvard University, combines short lectures, questions, and small group discussions. It’s an active learning strategy that “supports deeper understanding of complex content and encourages higher-order thinking”. The goal is to promote student engagement and improve mastery and long-term retention of concepts. It generally involves the following steps:
- The instructor poses a conceptual question, which is also called a ConcepTest, to probe students’ understanding on a topic just covered by lecture or pre-class reading. The questions should focus on key concepts from the course content; they should not be fact-based questions but should require students to apply or explore a recently taught concept. They should have one correct answer and be worded in a clear manner, and the distractor options should be based on common misconceptions.
- The instructor gives students one to two minutes to think and then asks them to record their individual responses. This can be done by (a) asking students to hold up their hand for the answer they chose (e.g., A, B, etc.); (b) hold up a colored card representing the answer they chose (e.g., red card for A, blue card for B, etc.); (c) using technology (e.g., clickers, web-based polling tools, etc.)
- The instructor asks the students to discuss the reasoning behind their responses with their neighbors or in small groups (3-4 students) and to explore any differences in their answers. This peer discussion can last for two to ten minutes, and students try to convince each other that theirs is the correct answer by sharing their underlying reasoning. If feasible, the instructor may find it useful to move around the room listening to the student discussion and determining the common misconceptions.
- Once discussion is completed, the instructor repeats the question and collects the new responses in the same manner. Students are told that they can change their answers if they want.
- Finally, the instructor provides immediate feedback on the results and explains the correct answer or asks volunteers to clarify any remaining confusion. If 70% or more of the students have now chosen the correct answer, the instructor spends only a few minutes reviewing the concept. If a significant percentage of students still chose the incorrect answer, the instructor spends more time explaining the material.
The University of New Brunswick Centre for Enhanced Teaching & Learning suggested that if initially fewer than 30% of the students have the correct answer, the instructor should continue to lecture on the topic, perhaps using different examples. If more than 70% of the students have the correct answer, the instructor can reiterate the explanation of the correct answer and move on to the next topic. If the percentage of students with correct answers is in the 50% range, the instructor should introduce the peer discussion activity. When the instructor re-polls students on the question, if enough responses have changed so that 70% have selected the correct answer, they can move on to the next topic.
Benefits of using peer instruction for students:
- Builds on prior knowledge
- Increases engagement with class material and motivation for learning
- Provides a chance to apply the newly learned knowledge and get immediate feedback
- Improves critical thinking and problem-solving skills
- Develops a deeper understanding of complex concepts and relationships among them
- Increases transferability of content from one setting to another
- Creates positive group interactions in which students collaborate and help each other succeed and achieve goals
- Teaches how to communicate with peers and collaborate in solving problems
- Enhances development of metacognition regarding problem solving, such as reflection on the process used to get to an answer
Role of instructor during peer instruction activity:
- If feasible, walking around the classroom to gauge when fruitful group discussions have come to an end
- Staying nearby, but not engaging with students, to promote autonomy in their problem-solving
- Interacting with pairs/groups to answer questions they have or discuss other considerations to help them reach a solution
- Engaging with students during small discussions to help boost their confidence and get them more involved in discussion
Logistical considerations:
- Before starting group work, create a list of expectations as a class. For example, all voices should be heard, disagree with ideas not people, etc.
- Have students count off (1, 2, 3, etc.) to the number of groups needed. All like numbered students work together.
- Ask students to form groups or partner with students they do not already know.
- Randomly assign students, so no one is chosen last, and partners don’t just socialize.
- Have students take on roles within the group (note-taker, timekeeper, spokesperson, etc.)
- Rotate groups/partners throughout the semester.
Sources
Harvard University. Mazur research areas
Peer Instruction
University of Michigan LSA Technology Services
Peer Instruction for Active Learning
University of New Brunswick Center for Enhanced Teaching & Learning
Peer instruction
Clemson University Office of Teaching Effectiveness and Innovation
Peer Instruction
Saint Louis University School of Medicine Center for Educator Development, Advancement, and Research
Peer Instruction in Medical Education
University of Waterloo Centre for Teaching Excellence
Peer Instruction and Concept Tests
Videos of Dr. Mazur speaking about and demonstrating this method
Using Peer Instruction to Improve Student Learning
Peer Instruction for Active Learning