Peer Instruction and Just in Time Teaching Marion Birch & Niels Walet School of Physics and Astronomy

Peer Instruction: A User’s Manual Pearson-Prentice Hall, 1997 Eric Mazur – Harvard University Peer Instruction: A User’s Manual Pearson-Prentice Hall, 1997 Lecture notes narrative Peer Instruction – is all about students teaching one another- sometimes students are better able to explain concepts because they have only recently understood it themselves and appreciate where another student might have difficulty. Peer Instruction - first devisd by Eric Mazur Tell story of how he was asked for lecture notes, gave them out at end of lecture, then at beginning of lecture, then they said he was just lecturing fro his notes . Oh, the ungratefulness! Initially disturbed by lack of appreciation - then he realised that the students had a point – they were gaining very little more from the lecture than they could by just reading the lecture notes themselves.

Why Use Peer Instruction? Traditional lectures – not most effective way of teaching Transcription of lecturer’s notes Attention fade Two way communication Small groups - Q & A Large groups - ? Students teach one another Traditional lectures – not best way of teaching do not know whether learning has taken place Transcription of lecturer’s notes to students’ notes Good teaching requires two way communication between teacher and student

Benefits Active vs. passive learners Instantaneous feedback Anonymous voting Everyone can participate Deeper conceptual understanding Pre-reading - challenge understanding Active vs. passive learners - students have to actually think in lectures I get instantaneous feedback – can spend more time on something if I know the students haven’t understood, or are having difficulty with a concept. Anonymous voting – overcomes the fear that students often have of giving incorrect answers in front of everyone else Everyone can participate - not just a few students who are always ready to answer. Can get them to do pre-lecture reading Fun – likely to learn more if you enjoy what you are doing More responsibility for own learning Breaks up lecture Improved attendance Fun

Cons Cover less material in lecture More background noise (Ref: Douglas Duncan, University of Colorado) Takes time to produce good thought provoking questions – but databanks do exist (Harvard, Edinburgh) Does not meet students’ initial expectations Cover less material in lecture – students have to do more work outside lecture Good questions – conceptual questions Aim for a correct response rate between 40 -80% Students’ Expectations – need to talk to them in Freshers week very important Also very difficult when all the other lectures they are receiving are the traditional sort – they can object to having to do more self study than they do for other modules.

What is Just in Time Teaching? Developed in the States Content decided at last minute Determined by what the students are struggling with Electronic assignment – submitted a few hours before the class Feedback Loop

Our Approach

Blackboard E-Learning Material Talklets and Physlets On-line Assignments – Mastering Physics http://www.masteringphysics.com

Outcomes Successes Better exam performance 95% submission of on-line assignments Favourable feedback re’ talklets

Weaknesses Need more choice in the JITT workshops Need to improve targeting of known issues (post-Newtonian thinkers) Engagement with JITT sessions limited to fraction of students

Positive Comments The interactive lecture was a really good idea. It helped to be able to get direct feedback about questions and also to be able to discuss ideas with fellow students. Clicker questions kept the lecture interesting and helped me to understand material and spot problem areas. Clickers make lectures more enjoyable and interactive. I find it beneficial and more intellectually stimulating to be able to participate in lectures. I found the clickers really enhanced my learning as areas that weren’t understood were picked up on. Clickers were a good idea: they showed how many people understood something; often people won’t put their hands up to show they don’t understand something. This was an anonymous way of doing this.

Negative Comments Clickers waste a lot of time. Could have gone through things in more detail in this time. A lot of extra work was needed outside of the lecture. ‘I expected that you would teach me . I didn’t expect to have to learn!’ – Ref: Duncan, Colorado University. Comments indicate students who just want to be spoon –fed and haven’t really appreciated what you are trying to do.