No silence in class Peer Instruction workshop

1. No silence in classPeer Instruction workshop Ross Galloway

2. Please log in and respond; where would you situate yourself, in terms of • How directly or indirectly you are involved with teaching. • Your level of experience with electronic voting systems. high experience directly indirectly low experience

3. No silence in classPeer Instruction workshop Ross Galloway

4. Large group teaching

5. Large group teaching In single words, what are the purposes of large group teaching sessions?

6. Large group teaching • Modelling expert behaviour • Narrative / storytelling • Live development of argument • Context / synthesis • Shared understandings

7. Peer Instruction Peer Instruction: A User's ManualEric Mazur, Harvard UniversityAddison-Wesley, 1997

8. Peer Instruction

9. Peer Instruction

10. Example P.I. question • Consider a wooden table. Where did most of the material of the wood come from? 1) Rain 2) Soil 3) Air 4) Sun Light

11. Peer Instruction

12. Large group teaching

13. How well has P.I. worked?

14. Normalised gain

15. Normalised gain

16. How well has P.I. worked? Peer Instruction questions

17. How well has P.I. worked? Crouch and Mazur, “Peer Instruction: Ten years of experience and results”, American Journal of Physics 69 (9), 2001 White bars: traditional Grey bars: P.I.

18. What about questions with no objectively correct answers?

19. If India had to generate all its electricity by just one method, which of these would you recommend? A) Hydro-electric dams B) Solar photovoltaic C) Nuclear D) Tidal barrage

20. Advantages of technology Can’t you do all this with pieces of coloured card, or a show of hands?

21. Advantages of technology • ‘Uncontaminated’ votes • Show students the results • More interesting question types • Record keeping • Iterative refinement

22. Original version of this question • Where does most of a fully grown tree come from? 1) Rain 2) Soil 3) Air 4) Sun

23. This all feels a bit science-y…

24. Which of these figures was most directly responsible for Britain’s entry into the First World War? A) Kaiser Wilhelm II B) David Lloyd George C) Sir Edward Grey D) Gavrilo Princip

25. What was Sir Edward Grey’s role at the outbreak of the First World War? Compare and contrast… • Prime Minister • British ambassador to Germany • Foreign Secretary • First Lord of the Admiralty

26. P.I. in the humanities http://artsonline.monash.edu.au/peer-instruction-in-the-humanities/ Google “Monash peer instruction” and it’s the top hit

27. Getting the most out of P.I.

28. Getting the most out of P.I. technology technique mindset

29. Classroom norms Students pick up ‘the rules of the game’ quickly and strongly. Turpen and Finkelstein, “The construction of different classroom norms during Peer Instruction: Students perceive differences”, Phys Rev ST: Physics Education Research, 6, 020123 (2010)

30. What to do about this? Don’t just tell instructors what to do An informed partnership works better Henderson and Dancy, Phys Rev ST: Physics Education Research, 3, 020102 (2007)

31. Summary • Peer Instruction is a potentially powerful technique • It is flexible and adaptable between disciplines • It has been demonstrated to be effective • Know how it works • Know why it works • Think about how to make it fit in your context