TERRY CARTER, ED.D.

KENNETH WARREN, ED.D.

LUNCHTIME LEARNING – APRIL 22, 2015

Engage Your Learners with Peer Teaching and

Small Group Instruction

By the end of this workshop, participants will be able to:

Identify strategies for

engaging learners as

peer teachers in a classroom

setting

Describe small group

instructional techniques to make course content come alive for your

learners

Develop plans for facilitating small group learning in a large group

setting

What do you do when you don’t

lecture?

Making time for engagement

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

blended learning,

flipped teaching,

inverted teaching,

reverse classroom,

backwards classroom,

and the flipped classroom.

It is also referred to as…

biochemistry blended learning

In essence, it is:

In essence, it is:

In essence, it is:

University of Texas Center for Teaching + Learning, 2013

The Flipped Classroom IS:

Bergmann, Overmyer & Wilie, 2013

A means to INCREASE interaction and personalized contact time between students and teachers.

A classroom where the teacher is a "guide on the side".

A class where content is permanently archived

for review or remediation.

The Flipped Classroom IS NOT:

An online course.

About replacing teachers with

videos.

Students working in isolation.Bergmann, Overmyer & Wilie, 2013

In every modern flipped classroom approach,

there are two key components:

instructional technology

and

engaged learning

flipteaching.com, 2015

In every modern flipped classroom approach,

there are two key components:

instructional technology

So what does

engaged learning

look like?

flipteaching.com, 2015

University of Texas Center for Teaching + Learning, 2013

What advantages does teaching in a small group offer?

Small Group Instruction (SGs)

Fosters higher-level cognitive skills

Promotes greater

retention

Supports transfer of knowledge

Promotes teamwork

rather than competition

Increases motivation

through learner

participation / involvement

Facilitates changes in

attitudes with input of group

members

Permits teachers to

diagnose gaps in knowledge

Why it Works for Learners

Construct knowledge by connecting new information to what they already know

Be actively involved in activities that are motivating, yet cause them to struggle with new content

Practice applying ideas in different contexts

Provide opportunities for learners to clarify, refine, and present ideas

Engage in skills practice

Small Group Learning is MOST effective if …

Expectations are clear and the group engages in determining whether their expectations have been met

The environment is collaborative and safe

Learners are actively engaged (i.e., DOING something, mentally or physically)

Content is covered in a timely manner

Content is at an appropriate level for the learner

What’s meant by a “safe” learning environment?

Psychologically “safe” – free from intimidation or coercion; an environment in which a learner can speak or act without fear of being ridiculed or embarrassed.

Conditions of Effective Learning

Adults usually want to apply what they learn soon after they learn it

Adults are interested in solving problems rather than learning facts only

Adults like to participate in the learning process by helping to set appropriate learning objectives

Conditions of Effective Learning

Adults like to know how well they are doing; feedback helps them evaluate their own progress

Adult learners are motivated more by intrinsic rewards than external ones

Adult learners express interests in learning according to their social and developmental roles in life

Let’s try this in practice

Strategies for Peer Engagement

Think-Pair- Share

Case Studies

Just-in-Time Teaching

Peer Instruction with Clickers

Think-Pair-Share

1. Think individually about a topic or answer to a question

2. Pair with a partner and discuss the topic or question (usually 2-3 minutes)

3. Share ideas with the rest of the class (call on a few to voluntarily share their ideas).

Using Case Studies in Peer Teaching

The What of a Case

Cases are stories: real events or problems so learners experience the complexities, ambiguities, and uncertainties of participants

Cases come in all sizes: written cases, movie clips, radio/TV stories, pictures

Retrospective cases tell the whole story

Your Initial Moves

Use a written assignment or other pre-class preparation

Have students review the case before

class

Engage / motivate with a complex, interesting case story which has multiple possibilities to ensure rich discussion

Use a Quick Question Pose a question to students to open the

case to elicit facts, opinions, and interpretations

Establish a baseline Poll students with their preliminary

judgments about the case

Your Initial Moves

Get learners to provide an overview A brief summary of the facts of the case

The story of the case

Issues raised by the case

Pose questions and allow time for

small group discussion – peers share

ideas

Create an analytic framework The time line

Decisions to be made/ decision-makers

Rational analysis

Preparing for Discussion

Case discussion should involve spontaneity, surprise, and the discovery of new learning

So, how do you prepare for discussion?

The difference is a fundamental shift:

In a lecture, you prepare for what YOU will say

In a case, you are anticipating what students MIGHT say

Conduct the CaseDiscussion

Begin with a discussion of particulars

Characters in the story

Facts essential to the case

“What problems are faced by Ms. Smith?”

Proceed to discussion of general prescriptions or recommendations

“What would you do if you were Ms. Smith?”

“What dilemmas does the physician face?”

“What facts support your decision?”

Bringing the Case to Closure

Concluding a case involves the skill of facilitation

Biggest danger: You summarize and

negate previous discussion

If students feel you have “tricked” them,

they will not prepare seriously the next

time

Be able to recognize and value of

learner comments

Use the case to explain the clinical /

scientific reasoning involved without

diminishing individual or group

contributions

How do you close a case discussion?

End with the Question:

What’s the most important thing to remember?

Deploying Your Power as Facilitator

Inquiring or badgering? Spirit of inquiry Not overly specific or skeptical questions

Your points or theirs? Be open to their ideas: “I like your point;

let’s use it.” Avoid asking students to guess what you

want.

Deploying Your Power as Facilitator

Hearing or Listening? Focus on sensing what they really mean More than “hearing” is required when you

facilitateSeeing or reacting?

Adjust your peripheral vision to see the entire room

Pay attention to body language

Deploying Your Power as Facilitator

Warm or cold? Avoid being the dispassionate observer. Learners will “check out” unless you show

enthusiasmWhenever possible, allow learners to

present / share / explain the case

Avoid the “hub and spoke” discussion in which conversation moves back and forth from one student to you.

Indicators of Success

How much did the instructor talk vs. how much did the

students talk? How many students were voluntarily

active in the discussion?

How many questions did the instructor

ask?

How “mobile” was the instructor, i.e. traveling around the classroom?

How many times did students laugh?

Was there a high level of energy in

the room?

Did the discussion make sense? Was

it coherent?

Just-in-Time Teaching

Learner Role Readings before class Answer 3 questions on simple survey: two relate to content,

one is “What did you find most confusing or difficult?”

Teacher Role Review responses (skim) before class Prepare short (5-10 minute) overview to address concerns,

misunderstandings

Peer Teaching Use class time for problem solving activities, small group

discussion, case discussions, or any activity that involves learners in learning from each other; also TBL and POGIL

Peer Instruction with Clickers

Use clickers to gauge learner understanding

If possible, poll twice! First time, everyone answers the question

If responses indicate wide discrepancy, ask learners to convince others in a small group of the correctness of their own answer

Poll again

Peer teaching as discussion between the polls should result in more correct responses!

Two questions.

Please turn on your clickers.

Question 1

Which of these things is NOT the purpose of “in-class” engagement?

A. To respond to students’ questions based on out-of-class work

B. To require students to apply course concepts in problem-solving activities

C. Enable students to lead discussions onlineD. Leverage the power of students working

together to teach each other

Question 2

To hold students accountable in-class for completing "out-of-class" work, faculty can:

A. Discuss peer feedback guidelinesB. Provide a rubric for evaluating assignments C. Require students sign in to a web tracking toolD. Administer a quiz to assess comprehension at

the beginning of classE. Both B and D

Question 2

To hold students accountable in-class for completing "out-of-class" work, faculty can:

A. Discuss peer feedback guidelinesB. Provide a rubric for evaluating assignments C. Require students sign in to a web tracking toolD. Administer a quiz to assess comprehension at

the beginning of classE. Both B and D

At the end of this workshop, have you learned how to :

Identify strategies for

engaging learners as

peer teachers in a classroom

setting

Describe small group

instructional techniques to make course content come alive for your

learners

Develop plans for facilitating small group learning in a large group

setting

THANK YOU FOR COMING TODAY!

KEN WARREN AND TERRY CARTER

WE APPRECIATE YOUR FEEDBACK – THANK YOU FOR COMPLETING THE EVALUATION

When do you next plan to use peer teaching and small group

instruction in your own teaching?