“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

Common Questions

1.What is my role?

2.What are the risks and benefits?

3.How do we implement this?

4.What are my resources?

“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

Description

Students learn more when they teach

Teaching allows students to act

Action authorizes the Holy Ghost to teach

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General Principles

Peer-to-peer (P2P) learning is a teaching method where faculty architect experiences for students to act by teaching and learning from each other

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:1.increases2.remains the same3.decreases

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.

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2. 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

Common Questions

1.What is my role?

2.What are the risks and benefits?

3.How do we implement this?

4.What are my resources?

Peer InteractionImmersion and Formative Assessment:Discussion groups/boards, study groups, peer comparison

Peer ResponseDeepening and Integrating Conceptual Learning:Socratic questioning, paired teaching, case studies, concept tests

Peer CollaborationJoint Problem Solving and Concept Application:Group assignments/quizzes, team projects, structured activities

Peer FeedbackExpanded Evaluation through Peer ReviewCalibrated Peer Review, rubric-based evaluation

Peer Facilitated InstructionRotated or Dedicated Student-led InstructionStudent-directed lesson development

Peer FacilitatorStudentInstructorTypes of Peer Learning

Peer ResponseDeepening and integrating conceptual learning

Architecting Peer Instruction: Semester CyclesEnglish 111 syllabus example

Peer Interaction

Peer Collaboration

Peer Feedback

Architecting Peer Instruction: Weekly CyclesPhysics 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

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

“BYU-Idaho is engaging students in a very powerful way in teaching one another. Over time, it will become apparent that the most powerful way for the students to learn is for them to teach—they will teach to learn. (Realizing the Mission, Clark, 5/07)

“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 LeadersLearning to Teach and Be Taught by Each Other