“The challenge before us is to create even more powerful and effective learning experiences in which students learn by faith… Students need opportunities to take action… Some of [those opportunities] will come in the classroom, where prepared students, exercising faith, step out beyond the light they already possess, to speak, to contribute, and to teach one another. It is precisely in that moment that the Spirit teaches.” Kim B. Clark, “Inaugural Response,” October 11, 2005 President’s Challenge

BYU-Idaho Learning Model & P2P Peer Instruction is an application of the BYU-Idaho Learning Model Faith in Christ is a principle of action and power True teaching is done by and with the Holy Ghost Lay hold on the word of God Act, rather than be acted upon and accept responsibility for learning and teaching Love, teach, and serve one another

BYU-Idaho Learning Model & P2P P2P one of several Learning Model Applications 1. Discussion-based learning 2. Practicum and application 3. Internships 4. Peer-to-peer learning models 5. Case method 6. Other existing applications 7. Other existing applications 8. New BYU-I Innovations 9. New BYU-I Innovations 10. New BYU-I Innovations

Common Questions 1.What is my role? 2.What are the risks and benefits? 3.How do we implement this? 4.What are my resources?

“A faculty member should be the engineer, the designer, the architect of the learning experiences; not just the sage on the stage telling people what he or she thinks they need to know.” --Elder David A. Bednar, November 16, 2004 President’s Q&A, BYU-Idaho

Description Students learn more when they teach Teaching allows students to act Action authorizes the Holy Ghost to teach General Principles Peer-to-peer (P2P) learning is a teaching method where faculty architect experiences for students to act by teaching and learning from each other

Agency and Learning “Never, and I mean never, give a lecture where there is no student participation. A ‘talking head’ is the weakest form of class instruction. … Assure that there is abundant participation because that use of agency by a student authorizes the Holy Ghost to instruct. It also helps the student retain your message. As students verbalize truths they are confirmed in their souls and strengthen their personal testimonies.” Richard G. Scott, “To Understand and Live Truth” “Are you and I agents who act and seek learning by faith, or are we waiting to be taught and acted upon? Are the students we serve acting and seeking to learn by faith, or are they waiting to be taught and acted upon? Are you and I encouraging and helping those whom we serve to seek learning by faith?” David A. Bednar, CES Educators Address

Potential Risks of P2P Learning Decreased learning outcomes Unfocused student discussion or “chatter” Faculty disengage entirely Student Peer Facilitators “take over” and lecture –Novice à Novice (not Peer-to-Peer) Lack of student engagement Teaching inaccuracies

Deeper student engagement Students prepare differently in order to teach Recent learning enhances explanation of difficult concepts Peer review can expand breadth and timeliness of feedback Students develop life-long learning skills –How to teach peers and colleagues –How to learn from peers and colleagues Deepening of conceptual understanding Potential Benefits of P2P Learning

Concept Test: Volume Flow Rate Example C. Crouch and E. Mazur, “ Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics, 69 (9) A blood platelet drifts with the flow of blood through an artery that is partially blocked As the platelet moves from the narrow to the wider region, its speed: 1.increases 2.remains the same 3.decreases

Concept Test Description: A conceptual problem designed to trigger peer discussion Application: Theoretical preparation Individual student polling “Convince your peers” exercise Re-vote and faculty debrief Most effective when:  Introduced  Structured in course design  Participation is graded  Revisited in testing Design: Challenging, but not overly difficult (35%-70% initially correct) Wrong answer is plausible Requires conceptual reasoning C. Crouch and E. Mazur, “ Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics, 69 (9) Outcome Measurement:

Increased Conceptual Understanding: In large sample studies in Physics classes, conceptual mastery increased through concept tests and other peer learning methods R. Hake, “Interactive-engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses,” American Journal of Physics, 66 (1) Volume Flow Rate Calculation Calculate the volume flow rate when the cross-section area is 0.5 cm 2 and the fluid speed is 2.2 cm per second? “Students who understand the concept when the question is posed have only recently mastered the idea and are still aware of the difficulties involved in grasping the concept. Consequently, they know precisely what to emphasize.” --Eric Mazur, Peer Instruction, 1996 Traditional Peer Learning Frequency Average Normalized Gain

Common Questions 1.What is my role? 2.What are the risks and benefits? 3.How do we implement this? 4.What are my resources?

Peer Interaction Immersion and Formative Assessment: Discussion groups/boards, study groups, peer comparison Peer Response Deepening and Integrating Conceptual Learning: Socratic questioning, paired teaching, case studies, concept tests Peer Collaboration Joint Problem Solving and Concept Application: Group assignments/quizzes, team projects, structured activities Peer Feedback Expanded Evaluation through Peer Review Calibrated Peer Review, rubric-based evaluation Peer Facilitated Instruction Rotated or Dedicated Student-led Instruction Student-directed lesson development Peer Facilitator StudentInstructor Types of Peer Learning

Peer Interaction Immersion and formative assessment

Peer Response Deepening and integrating conceptual learning

Peer Collaboration Joint problem solving and concept application

Peer Feedback Expanded evaluation through interim peer review

Peer Facilitated Instruction Rotated or dedicated peer-led instruction

Architecting Peer Instruction: Semester Cycles English 111 syllabus example Peer Interaction Peer Collaboration Peer Feedback

Architecting Peer Instruction: Weekly Cycles Physics weekly structure example Pre-classClassroomSection Lab Pre-reading assignment: e.g. fluid dynamics Online conceptual pre-class quiz Peer comparison Online discussion board Participation graded Concept Test administered individually Discussed in pairs or small teams Student answers defended in group discussion Cooperative activities: Group quiz Group assignments Peer facilitated instruction: Pre-assigned discussion questions

Student Peer Instruction Resources Overview of Pedagogy Departmental Training Faculty Development Workshop Training Resource Materials On Demand Resources Pedagogical Advisement Library of P2P Research Faculty Best Practice Database Peer Facilitator Database Joint Development Resources Joint Development of Course Course Advisement Peer Facilitator Training

“BYU-Idaho is engaging students in a very powerful way in teaching one another. Over time, it will become apparent that the most powerful way for the students to learn is for them to teach—they will teach to learn. (Realizing the Mission, Clark, 5/07)

“They will be natural leaders who know how to teach and how to learn …. Those graduates of BYU-Idaho will become legendary for their capacity to build the people around them and to add value wherever they serve.” Elder Henry B. Eyring - “Steady Upward Course” Creating Natural Leaders Learning to Teach and Be Taught by Each Other