Activity #3: Peer Instruction for Active Learning
¶ 1 Leave a comment on paragraph 1 0 Before watching this video, please view the questions below:
¶ 2 Leave a comment on paragraph 2 0
¶ 3 Leave a comment on paragraph 3 0 After you’ve finished watching, please leave some comments / annotations on the questions, respond to comments other participants have left, or post your own questions.
¶ 4 Leave a comment on paragraph 4 0 Questions:
¶ 5 Leave a comment on paragraph 5 16 1. According to Mazur, what are some of the primary affordances of peer instruction? Have you ever experienced peer instruction as a student yourself, or have you ever used it in your class?
¶ 6 Leave a comment on paragraph 6 13 2. Mazur contends that students learn by doing? How might you build “learning by doing” into your course?
¶ 7 Leave a comment on paragraph 7 13 3. Where does/will critical thinking occur in your class? How will you provide time for transfer of information and sense-making?
¶ 8 Leave a comment on paragraph 8 8 4.Mazur offers an interesting theory for why it is easier for beginning learners to teach each other than for those who have mastered the learning to teach beginners. He borrows a phrase from Stephen Pinker, “the curse of knowledge,” to describe this phenomenon. What do you think of his claim? Does it convince you? Have you seen evidence of this phenomenon (or which counters this phenomenon) in your own classes?
¶ 9 Leave a comment on paragraph 9 9 5. How is learning measured? How has Mazur’s perspective on assessment shifted? How do you assess learning in your class?
¶ 10 Leave a comment on paragraph 10 5 6. Post your own questions here:
I hope we focus Friday more on issues like those in this video than in the other two essays. This seems to get at the heart of what we’re all doing or should be trying to do.
I’ve had some success with this type of peer instruction — assigning problems from the textbook for students to discuss in groups of three for 10-15 minutes, with the caution that if they all quickly come to the same answer, they’re probably not analyzing the problem sufficiently. (Class is business law).
Unfortunately time is taken from this by recommendations that one can’t just rely on the students doing the reading assignments or understanding them if they have. As a result, have started reviewing the topic(s) with Power Point slides which, imo, is backsliding by putting the “transfer of information” format back into the classroom rather than before it.
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