peer instruction

Peer instruction as a learning system works by moving information transfer out and moving information assimilation, or application of learning, into the classroom.{{usurped|1=[https://web.archive.org/web/20120111035427/http://www.peerinstruction.net/ Peer Instruction Network]}}, co-founded by Eric Mazur and Julie Schell, a global social network for educators interested in peer instruction{{usurped|1=[https://web.archive.org/web/20120316043257/http://blog.peerinstruction.net/ Turn to Your Neighbor]}}, the official blog of peer instruction, containing numerous articles on implementation, resources, and use[http://perusersguide.org/guides/guide.cfm?G=Peer_Instruction The PER User's Guide], an implementation guide and numerous resources on peer instruction Students prepare to learn outside of class by doing pre-class readings and answering questions about those readings using another method, called Just in Time Teaching.G. Novak et al., (1999). Just-in-Time teaching: Blending Active Learning with Web Technology. Prentice Hall, Upper Saddle River, NJ {{ISBN missing}} Then, in class, the instructor engages students by posing prepared conceptual questions or ConcepTests that are based on student difficulties. The questioning procedure outlined by Eric Mazur is as follows:

1. Instructor poses question based on students' responses to their pre-class reading
2. Students reflect on the question
3. Students commit to an individual answer
4. Instructor reviews student responses
5. Students discuss their thinking and answers with their peers
6. Students then commit again to an individual answer
7. The instructor again reviews responses and decides whether more explanation is needed before moving on to the next concept.{{cite journal|last1=Turpen|first1=Chandra|last2=Finkelstein|first2=Noah D.|title=The construction of different classroom norms during Peer Instruction: Students perceive differences|journal=Physical Review Special Topics - Physics Education Research|volume=6|issue=2|year=2010|page=020123|issn=1554-9178|doi=10.1103/PhysRevSTPER.6.020123|bibcode=2010PRPER...6b0123T|doi-access=free}}

Peer instruction has been used in a range of educational contexts{{cite journal|last1=Fagen|first1=Adam P.|last2=Crouch|first2=Catherine H.|last3=Mazur|first3=Eric|title=Peer Instruction: Results from a Range of Classrooms|journal=The Physics Teacher|volume=40|issue=4|year=2002|pages=206–209|issn=0031-921X|doi=10.1119/1.1474140|bibcode=2002PhTea..40..206F}}{{cite journal|last1=Lasry|first1=Nathaniel|last2=Mazur|first2=Eric|last3=Watkins|first3=Jessica|title=Peer instruction: From Harvard to the two-year college|journal=American Journal of Physics|volume=76|issue=11|year=2008|pages=1066–1069|issn=0002-9505|doi=10.1119/1.2978182|bibcode=2008AmJPh..76.1066L|url=https://mazur.harvard.edu/sentFiles/Mazurpubs_613.pdf|archive-url=https://web.archive.org/web/20111216004818/https://mazur.harvard.edu/sentFiles/Mazurpubs_613.pdf|archive-date=2011-12-16}} around the globe{{cite journal|last1=Suppapittayaporn|first1=Decha|last2=Emarat|first2=Narumon|last3=Arayathanitkul|first3=Kwan|title=The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand|journal=Research in Science & Technological Education|volume=28|issue=1|year=2010|pages=63–79|issn=0263-5143|doi=10.1080/02635140903513573|bibcode=2010RSTEd..28...63S|s2cid=144825974}}{{cite journal|last1=Nicol|first1=David J.|last2=Boyle|first2=James T.|title=Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom|journal=Studies in Higher Education|volume=28|issue=4|year=2003|pages=457–473|issn=0307-5079|doi=10.1080/0307507032000122297|s2cid=146635704|url=http://www.psy.gla.ac.uk/~steve/evs/papers/nicol2.pdf}} and in many disciplines, including philosophy,{{cite journal|last1=Butchart|first1=Sam|last2=Handfield|first2=Toby|last3=Restall|first3=Greg|title=Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking|journal=Teaching Philosophy|volume=32|issue=1|year=2009|pages=1–40|issn=0145-5788|doi=10.5840/teachphil20093212|url=https://philpapers.org/rec/RESUPI }} psychology,S.L. Chew. (2004). Using concepTests for formative assessment, Psychology Teacher Network, v14, n1, 10-12 geology,{{cite journal|last1=McConnell|first1=David A.|last2=Steer|first2=David N.|last3=Owens|first3=Kathie D.|title=Assessment and Active Learning Strategies for Introductory Geology Courses|journal=Journal of Geoscience Education|volume=51|issue=2|year=2018|pages=205–216|issn=1089-9995|doi=10.5408/1089-9995-51.2.205|s2cid=12084444}} mathematics,{{cite journal|last1=Pilzer|first1=Scott|title=Peer instruction in Physics and Mathematics|journal=Primus|volume=11|issue=2|year=2001|pages=185–192|issn=1051-1970|doi=10.1080/10511970108965987|s2cid=123000151}} computer science{{cite book|last1=Simon|first1=Beth|last2=Kohanfars|first2=Michael|last3=Lee|first3=Jeff|last4=Tamayo|first4=Karen|last5=Cutts|first5=Quintin|title=Proceedings of the 41st ACM technical symposium on Computer science education |chapter=Experience report |year=2010|pages=341–345|doi=10.1145/1734263.1734381|isbn=9781450300063|s2cid=26331131}}{{cite book|last1=Porter|first1=Leo|last2=Bouvier|first2=Dennis|last3=Cutts|first3=Quintin|last4=Grissom|first4=Scott|last5=Lee|first5=Cynthia|last6=McCartney|first6=Robert|last7=Zingaro|first7=Daniel|last8=Simon|first8=Beth|title=Proceedings of the 47th ACM Technical Symposium on Computing Science Education |chapter=A Multi-institutional Study of Peer Instruction in Introductory Computing |year=2016|pages=358–363|doi=10.1145/2839509.2844642|isbn=9781450336857|s2cid=6729335|doi-access=free}} and engineering.

There is some research that supports the effectiveness of peer instruction over more traditional teaching methods, such as traditional lecture.{{cite journal|last1=Crouch|first1=Catherine H.|last2=Mazur|first2=Eric|title=Peer Instruction: Ten years of experience and results|journal=American Journal of Physics|volume=69|issue=9|year=2001|pages=970–977|issn=0002-9505|doi=10.1119/1.1374249|bibcode=2001AmJPh..69..970C|s2cid=1893994 }} The effectiveness of peer instruction can depend on prior student knowledge.{{cite journal | last=Vickrey | first=Trisha | last2=Rosploch | first2=Kaitlyn | last3=Rahmanian | first3=Reihaneh | last4=Pilarz | first4=Matthew | last5=Stains | first5=Marilyne | title=Research-Based Implementation of Peer Instruction: A Literature Review | journal=CBE: Life Sciences Education | volume=14 | issue=1 | date=2 March 2015 | issn=1931-7913 | pmid=25713095 | pmc=4353089 | doi=10.1187/cbe.14-11-0198 | doi-access=free | page=es3}} A randomized controlled trial published in 2021 found no difference in total test scores for one laboratory exercise compared to traditional group work.{{cite journal | last=Mohammad | first=Milan | last2=Viuff | first2=Søren Lundgaard | last3=Munch | first3=Marie Warrer | last4=Berg | first4=Ronan M. G. | title=Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study | journal=Advances in Physiology Education | volume=45 | issue=4 | date=1 December 2021 | issn=1043-4046 | doi=10.1152/advan.00045.2021 | doi-access=free | pages=694–701}}

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