PER User's Guide Methods and Materials: Peer Instruction

Methods and Materials » Peer Instruction

Overview

Indicates a research-demonstrated benefit

Overview
Implementation Guide
Printable Overview (Beta)

Overview

A method for creating more interactive engagement in large lecture classes by replacing lectures with small group discussions of conceptual questions, followed by whole-class discussions, with mini-lectures between questions. Students first think about and answer these questions individually; then discuss the explanations for their answers with their neighbors and come to agreement on the underlying physics.

	Type of Method	Instructional strategy
	Level	Designed for: Intro College Calculus-based, Intro College Algebra-based Can be adapted for: High School, Intermediate Undergraduate, Advanced Undergraduate, Astronomy, Other Science, Teacher Preparation, Teacher Professional Development, Intro College Conceptual, Graduate
	Setting	Designed for: Lecture - Large (30+ students) Can be adapted for: Lecture - Small (<30 students), Recitation/Discussion Session, Studio
	Coverage	Many topics with less depth, Requires more in-depth coverage of individual topics than a traditional lecture, so lecture cannot cover as many topics, but it is still possible to cover a lot of material by assigning reading and/or homework on topics not covered in lecture.
	Topics	Mechanics, Electricity / Magnetism, Waves / Optics, Thermal / Statistical, Modern / Quantum, Mathematical, Astronomy, Other Science, Pedagogy
	Instructor Effort	Low, (If suitable ConcepTests are already available, "low" is appropriate; if the instructor needs to write his/her own ConcepTests, then it requires more effort. There are many databases of ConcepTests in a wide variety of subjects.)
	Resource Needs	Multiple choice questions and polling method. A projector, clickers, and TAs/LAs are helpful but not required.
	Skills	Designed for: Conceptual understanding of physics content, Connecting conceptual and mathematical understanding Can be adapted for: Problem-solving skills, Enjoyment of physics, Coherent framework for physics, Understanding how physics relates to the real world, Think like a scientist, Reflecting on one's own learning, Self-confidence around physics, Representing knowledge in multiple ways
	Research Validation	Based on research into: how students learn Demonstrated to improve: scores on multiple choice conceptual tests, scores on written conceptual tests, traditional problem-solving ability, beliefs about physics, attitudes about physics, retention of students Studied using: conceptual pre/post exams, beliefs pre/post exams, classroom observations, research conducted at multiple institutions, research conducted by someone other than developers, problem-solving pre/post exams, student interviews, video of students
	Compatible Methods	PhET, UW Tutorials, JiTT, Ranking Tasks, ILDs, CGPS, Physlets, Context-Rich Problems, RealTime Physics, TIPERs, ABP Tutorials, SCALE-UP, OSP, SDI Labs, OST Tutorials, Thinking Problems, Workbook for Introductory Physics, LA Program, CAE TPS, Lecture-Tutorials, Astro Ranking Tasks, MBL, New Model Course, CPU, SCL, TEFA, CU Modern, CU E&M, CU QM, QuILTs, IQP, Thermal Tutorials, Mechanics Tutorials, Paradigms, Tools for Scientific Thinking, PI QM, M&I, Tutorials, Clickers, MOP
	Similar Methods	ILDs, Workbook for Introductory Physics, CAE TPS, TEFA, PI QM, Clickers
	Developer(s)	Eric Mazur, Catherine H. Crouch, and colleagues
	Website	http://www.peerinstruction.net/
	Intro Article	Peer Instruction: Engaging Students One-on-One, All at Once

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