Prepared By : Aznita Johan Fathiah Sulaiman

1. PEER LEARNING Prepared By : Aznita Johan FathiahSulaiman

2. What is Peer Learning ? • Refer to students learning with and from each other as fellow learners without any implied authority to individual. • Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. ( Boud, 2001)

3. What is Peer Learning ? • Encompasses several teaching and learning practices . • The term referenced this pedagogy discussion are : • Peer Tutoring • Peer Instruction • Peer Editing • Cooperative or Collaborative Learning (group work)

4. Why Use Peer Learning ? • “Peer learning works, if you organize and implement it well ” - (Topping, 2005). • Several decades of research of collaborative learning confirms that students working in small group tend to learn more and retain more of the subject matter - (Millis and Rhem 2010; Michaelsen, Knight, Fink, 2004).

5. Why Use Peer Learning ? • Students who are involved in ‘group work’ during class have been shown to develop deeper understanding of the subject matter and increased problem-solving skills – (Cooper, 1990, cited in Davis 1993). • The benefits of group work include engagement and development of team skills.

6. Peer Learning Strategies • To facilitate successful peer learning, teacher may choose strategies : • Buzz Groups. • Affinity Groups • Solution and Critics Groups • ‘Teach-Write Discuss’

7. Peer Learning Strategies • Buzz Groups • A large groups of students is subdivided into smaller groups of 4-5 students to consider the issues surrounding a problem. • After about 20 mins of discussion, one member of each sub-group presents the findings of the sub-group to the whole group.

8. Peer Learning Strategies • Affinity Groups • Groups of 4-5 students are each assigned particular tasks to work on outside of formal contact time. • At the next formal meeting with the teacher, the sub-group present the sub-group’s findings to the whole tutorial group.

9. Peer Learning Strategies • Solution and Critic Groups • One sub-group is assigned a discussion topic for a tutorial and the other group constitute ‘critics’ who observe, offer comments and evaluate the subgroup’s presentation.

10. Peer Learning Strategies • ‘Teach-Write-Discuss’ • At the end, a unit of instruction, students have to answer short questions and justify their answers. • After working on the questions individually, students compare their answers with each other’s. • A whole class discussion subsequently examines the array of answers that still seem justifiable and the reasons for their validity.

11. How to create & manage groups • Before breaking students into groups, you must decide: • The length of time that students need to think about a problem or issue. • The number of students who need to be involved to create the dynamic of that you want. • The formation of a group- as an informal group for a single class or as a formalized group or team.

12. How to create & manage groups • The assignment of group members – random, self selected (by students), or instructor-assigned. Ideally, students express preferences to the instructor who then creates balanced groups. • The product for which you want to hold students responsible. • Assign group roles- to increase students accountability.

13. Assessing Peer Learning

14. Formative Feedback • Use verbal feedback during the group work. Walk around the class, check in with each group, ask for questions and listen to the group. • Hold groups accountable by have a quick reporting of groups back to class- either all groups or a random selection. • Respond to group work and involve the class in assessing the benefits of the group’s work.

15. Summative Feedback • Give groups clear information about grading and whether you will use individual or group grades, teacher or peer grades, or some combination.

16. Using Peer Tutoring for Mathematics

17. How is it implemented ? • The teacher trains students on the process of peer tutoring and strategies for fulfilling their role of tutor or tutee. • The teacher assigns partners. • Students retrieve their tutoring materials prepared by the teacher.

18. Students follow a highly structured tutoring procedure, in which tutors present material previously covered by the teacher and provide feedback to the tutee. • Students switch roles after the teacher’s signal. The becomes the tutor. • The teacher circulates around the class, monitoring and providing feedback.

20. ACTIVITIES “All for one and one for all”

21. Factorization (Find Roots of Quadratic Equation) • x2 – x - 6 = 0 • 2x2 + 7x + 3 = 0 • x2 + 6x + 5 = 0 • 4 x2 – 5x - 6 = 0 • 6x2 – 13 x + 2 = 0 • x2 – 4x - 32 = 0

22. x2 – x - 6 = 0 }-x x2 -6

23. 2x2 + 7x + 3 = 0 }7x 2x2 3

24. Factorization (Find Roots of Quadratic Equation) • x2 – x - 6 = 0 • 2x2 + 7x + 3 = 0 • x2 + 6x + 5 = 0 • 4 x2 – 5x - 6 = 0 • 6x2 – 13 x + 2 = 0 • x2 – 4x - 32 = 0

25. Example of ‘creative method’ • Example 1 : Using symbols of greater than > or less than < • 12 3 • g k (which one is greater than?) > <

26. Example 2 : ‘Linear Programming’ (Write inequalities) Almost use the word ‘at most’ and ‘at least’ A man decides to buy some motor cycles and some cars for his rental business. He decides to buy x motorcycles and y cars. • The number of motorcyles bought is at most 6 • The number of cars must exceed the number of motorcycles by at least 3 Answer; x 6 y x + 3 < >

27. Conclusion • In conclusion, peer learning is learner-centered education that transcends content knowledge acquisition. • Peer learning optimizes student learning outcomes and provides a more holistic, value-added and quality-enhancing education that will better prepare students for the needs of the workforce in this millennium.