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• Eric Mazur, professor at Harvard University and a pioneer of the practice, suggests that students often seem more comfortable seeking guidance from their peers, as compared to pursuing clarification from the instructor, and therefore engage in the course at a higher level when there is the opportunity for peer instruction (Simon & Cutts, 2012).
• Jul 14, 2008  Peer Instruction: A User's Manual Paperback – 1 Nov 2013 by Eric Mazur (Author).
• Peer Instruction: A User's Manual is a step-by-step guide for instructors on how to plan and implement Peer Instruction lectures.The teaching methodology is applicable to a variety of introductory science courses (including biology and chemistry).

1. Peer Instruction A User S Manual Eric Mazur
2. Peer Instruction A User's Manual Eric Mazur

Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur in the early 1990s.^[1] Originally used in many schools, including introductory undergraduate physics classes at Harvard University, peer instruction is used in various disciplines and institutions around the globe. It is a student-centered approach that involves flipping the traditional classroom by moving information transfer out and moving information assimilation, or application of learning, into the classroom. There is some research that supports the effectiveness of peer instruction over more traditional teaching methods, such as pure lecture.^[2]

Peer Instruction A User S Manual Eric Mazur

Peer instruction as a learning system involves students preparing to learn outside of class by doing pre-class readings and answering questions about those readings using another method, called Just in Time Teaching.^[3] Then, in class, the instructor engages students by posing prepared conceptual questions or ConcepTests that are based on student difficulties. The questioning procedure outlined by Eric Mazur is as follows:

Peer Instruction: Ten years of experience and results Catherine H. Crouch and Eric Mazura) Department of Physics, Harvard University, Cambridge, Massachusetts 02138. 9, September 2001 C. Crouch and E. Individual problems from traditional exams on the midterms in the calculus-based course in 1991results reported in Ref.

1. Instructor poses question based on students' responses to their pre-class reading
2. Students reflect on the question
3. Students commit to an individual answer
4. Instructor reviews student responses
5. Students discuss their thinking and answers with their peers
6. Students then commit again to an individual answer
7. The instructor again reviews responses and decides whether more explanation is needed before moving on to the next concept.^[1][4]

Peer Instruction A User's Manual Eric Mazur

Peer instruction is now used in a range of institutional types^[5][6] around the globe^[7][8] and in many other disciplines, including philosophy,^[9] psychology,^[10] geology,^[11] biology,^[12] math,^[13] computer science^[14] and engineering.^[8]

References[edit]

1. ^ ^abEric Mazur (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJArchived 2011-10-09 at the Wayback Machine
2. ^C. Crouch & E. Mazur (2001). Peer Instruction: Ten Years of Experience and Results, Am. J. Phys., v69, 970-977
3. ^G. Novak et al., (1999). Just-in-Time teaching: Blending Active Learning with Web Technology. Prentice Hall, Upper Saddle River, NJ
4. ^C. Turpen and N. Finkelstein (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences, Physical Review Special Topics, Physics Education Research,v6, n2
5. ^A. P. Fagen, C. H. Crouch & E. Mazur (2002). Peer Instruction: Results from a Range of Classrooms Phys. Teach., v40, 206-209Archived 2012-04-01 at the Wayback Machine
6. ^N. Lasry, E. Mazur & J. Watkins (2008). Peer Instruction: From Harvard to Community Colleges, Am. J. Phys., v76, 1066-1069Archived 2012-04-01 at the Wayback Machine
7. ^D. Suppapittayaporn et al. (2008). The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand. Research in Science & Technology Education
8. ^ ^abD. J. Nicol and J. T. Boyle (2003). Peer Instruction versus Class-wide Discussion in the large classes: a comparison of two interaction methods in the wired classroom, Studies in Higher Education, v28, n4, 458-73
9. ^S. Butchart, T. Handfield & G. Restall (2009). Using Peer Instruction to Teach Philosophy, Logic and Critical Thinking. Teaching Philosophy, v32, n1, 1–40
10. ^S.L. Chew. (2004). Using concepTests for formative assessment, Psychology Teacher Network, v14, n1, 10-12
11. ^D. McConnell, D. Steer, & K. Owens (2003). Assessment and active learning strategies for introductory geology courses, Journal of Geoscience Education, v51, n2, 205-216Archived 2012-09-11 at the Wayback Machine,
12. ^M. Smith, W.B. wood, W.K Adams, et al. (2009).Why Peer Discussion Improves Student Performance on In-Class Concept Questions, Science, v232, n5190, 122-124
13. ^S. Pilzer (2001). Peer Instruction in Physics and Mathematics. Primus, v11, n1, 185-92
14. ^Beth Simon, et al. 'Experience report: peer instruction in introductory computing.' ACM (2010).

See also[edit]

External links[edit]

• Peer Instruction Network, co-founded by Eric Mazur and Julie Schell, a global social network for educators interested in peer instruction
• Turn to Your Neighbor, the official blog of peer instruction, containing numerous articles on implementation, resources, and use
• The PER User's Guide, an implementation guide and numerous resources on peer instruction