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Peer Instruction - Introduction

This course provides an introduction to Peer Instruction, a pedagogical method that promotes active learning and student engagement. Learn how to integrate Peer Instruction in your classroom to improve student understanding and retention. Explore different approaches and strategies for implementing Peer Instruction effectively.

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Peer Instruction - Introduction

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  1. Peer Instruction - Introduction Cynthia Bailey-Lee Leo Porter

  2. Who Am I? Cynthia Lee • Research: • PhD: Resource allocation in massively parallel systems • Recently: computer science education • Teaching: • 1 year at Stanford, 5 years at UCSD • Courses: CS1 Java, CS1 Matlab, CS2 Java, CS2 C++, theory of computation, discrete mathematics, data structures, probability and statistics, architecture, technical interviews prep • Software engineer: • iPhone educational games • Machine learning for search engines • When I’m not working: • Biking, climbing, hiking, volleyball

  3. Who Am I? Leo Porter • Research: • PhD: Computer Architecture (UCSD) • Speculative Multithreading • Thread Migration • Recent: computer science education, high performance computing • Teaching: • 1 class USD, 1 class UCSD, 3 years Skidmore • Courses: CS1 Java, architecture, computer organization, operating systems, Plagues and Peoples, Genetically Modified Organisms • Consulting: • EP Analytics – HPC research for the DoD • Past life • Officer in the Navy (2000-2004) • When I’m not working: • Running, swimming, triathlons • Chasing my son...

  4. Overview • Day 1: • Intros, what to look for in our observation • Class video observation • 15 minute break (about 9:30) • Breakouts: imagine PI • Wrap-up • Day 2: • Best practices • Identifying starting points and materials for you • Question design strategies, develop your own questions • 15 minute break (about 9:30) • Question design debrief and evaluation • Wrap-up: institutional strategies, support going forward

  5. Lecture hall

  6. How instructors see this

  7. How students view this

  8. Measures alterations in emotional, cognitive, and attention. Stress. Attention grabbing stimuli. Attention demanding tasks. Poh, Ming-Zher, Nicholas C. Swenson, and Rosalind W. Picard. "A wearable sensor for unobtrusive, long-term assessment of electrodermal activity.“ Biomedical Engineering, IEEE Transactions on 57.5 (2010): 1243-1252.

  9. What is it?Flipped Classroom with Peer Instruction Standard Instruction Exam Homework Textbook Lecture First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff

  10. What is it?Flipped Classroom with Peer Instruction Lecture Textbook/Online mini-lecture Exam Exam Homework Textbook Lecture QUIZ First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff First Exposure: Show KnowledgeMastery Learn Hard Stuff: With teacher and discussion Homework See if You Know Hard Stuff

  11. What is it?Flipped Classroom with Peer Instruction Multiple approaches here: Think-Pair-Share (TPS) Problem Based Learning (PBL) Process Oriented Guided Inquiry Learning (POGIL) Peer Instruction (PI) Others Lecture Textbook/Online mini-lecture Exam Exam Homework Textbook Lecture QUIZ First Exposure See if You Know Hard Stuff Show KnowledgeMastery Read Hard Stuff First Exposure: Show KnowledgeMastery Learn Hard Stuff: With teacher and discussion Homework See if You Know Hard Stuff

  12. Active Learning: Peer Instruction • Well-defined Pedagogical Methodology • Before class • Students perform pre-class preparation • In class • Students answer and discuss 4-6 questions per class • The instructor dynamically adjusts class based on student understanding

  13. Peer Instruction Students individually consider and respond to a multiple choice question Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  14. Peer Instruction Students individually consider and respond to a multiple choice question Students discuss the same question in groups, then submit another response Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  15. Peer Instruction Students individually consider and respond to a multiple choice question Students discuss the same question in groups, then submit another response Instructor guides students in a class-wide discussion Mazur, E. Peer Instruction: A User's Manual. Prentice Hall, 1997.

  16. Peer Instruction Flow Chart 1 3 2 * A visual companion to the PI Instructor Cheat Sheet http://peerinstruction4cs.org

  17. During this upcoming class • Play two roles during class • Be a student again. Answer the questions, discuss with your neighbors, and listen to the explanation • Examine the PI questions • Fill out the handout for each PI question

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