Peer Instruction structured questioning sequence: individual answers, convince-your-neighbors discussion, revote, and instructor feedback¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Peer Instruction restructures lecture so short presentations on key points are each followed by a ConcepTest. Students first answer individually, then discuss with neighbors, urged to "find someone who disagrees with you," then revote, with the instructor explaining the answer and polling results guiding whether to slow down and re-teach. Students receive small participation credit rather than grades on correctness. Each key point takes roughly 15 minutes.

Design Implications¶

Context¶

Requirements¶

• ConcepTests focused on a single concept with plausible incorrect answers based on typical student misunderstandings
• a polling method such as show of hands, flashcards, scanning forms, or classroom networks

Constraints¶

• using ConcepTests leaves less time for lecture, so instructors must either shift material to reading and sections or reduce topics covered

Target Learners¶

• introductory physics students for non-majors in large lecture courses, also used in small classes

Target Learning Goals¶

• conceptual understanding of core physics concepts and ability to explain reasoning to peers

Claims¶

• In Harvard's introductory physics course, average FCI posttest scores and normalized gain rose sharply in the year it switched from traditional lectures to Peer Instruction [+W]

Related Strategies¶

• Peer Instruction
• Clicker Questions
• Classroom Response Systems

Examples¶

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Key Sources¶

• Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2003). Peer Instruction: Engaging Students One-on-One, All At Once. Research-Based Reform of University Physics. https://scholar.google.com