Presentations

    Teaching Science: Transferring information or engaging the mind?, at Peer Instruction Workshop for Science and Math Teachers, Harvard University (Cambridge, MA), Wednesday, May 5, 1999:
    THE MATERIALS RESEARCH SCIENCE AND ENGINEERING CENTER at Harvard University announces a workshop for middle and high school science and math instructors on Peer Instruction by Professor Eric Mazur. The basic goals of Peer Instruction are to exploit student interaction during lectures and focus students' attention on underlying techniques. It has been assessed in many case-studies using standardized, diagnostic tests and shown to be twice as effective as the conventional lecture approach to teaching. Peer Instruction is now employed in a wide range of science and math courses at the college... Read more about Teaching Science: Transferring information or engaging the mind?
    Peer Instruction: Discussion and 'brains-on' demonstration, at Peer Instruction Workshop for Science and Math Teachers, Harvard University (Cambridge, MA), Wednesday, May 5, 1999:
    THE MATERIALS RESEARCH SCIENCE AND ENGINEERING CENTER at Harvard University announces a workshop for middle and high school science and math instructors on Peer Instruction by Professor Eric Mazur. The basic goals of Peer Instruction are to exploit student interaction during lectures and focus students' attention on underlying techniques. It has been assessed in many case-studies using standardized, diagnostic tests and shown to be twice as effective as the conventional lecture approach to teaching. Peer Instruction is now employed in a wide range of science and math courses at the college... Read more about Peer Instruction: Discussion and 'brains-on' demonstration
    Peer Instruction: Getting Students to Think in Class, at 1999 Sigma Xi Forum (Minneapolis, MN), Thursday, November 4, 1999:
    Most introductory undergraduate science courses are taught in large lectures. Although an efficient use of instructor time, passive lectures rarely challenge students to think critically in class, often reinforcing the common expectation that learning science amounts to acquiring information. Many students respond by memorizing facts or formulas without understanding the fundamental concepts. To actively engage students during class and focus their attention on underlying concepts, we have developed a student-centered approach to teaching large courses, Peer Instruction. Lectures are... Read more about Peer Instruction: Getting Students to Think in Class
    Peer Instruction for Science and Math Teachers, at Harvard University (Cambridge, MA), Monday, March 1, 2004:
    The Materials Research Science and Engineering Center and the Nanoscale Science and Engineering Center at Harvard University, in conjunction with the Cambridge-Harvard GK12 Program, announce a workshop for middle and high school science and math instructors on Peer Instruction by Professor Eric Mazur. The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be twice as effective... Read more about Peer Instruction for Science and Math Teachers
    Confessions of a converted lecturer, at Conversations about Active Teaching and Learning Faculty Seminar, Michigan State University (East Lansing, MI), Wednesday, March 17, 2004:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. Students get frustrated because they are unable to grasp simple concepts. Instructors get... Read more about Confessions of a converted lecturer
    Memorization or understanding: Are we teaching the right thing?, at CETP-PA Summer Conference, Clarion University (Clarion, PA), Thursday, August 19, 2004:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Memorization or understanding: Are we teaching the right thing?
    Active Learning and Interactive Lectures, at Teaching and Learning Center Workshop, University of Nevada Las Vegas (Las Vegas, NV), Tuesday, December 6, 2005:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.
    Confessions of a converted lecturer, at Science Division Pedagogy Workshop, Hamline University (St. Paul, MN), Friday, May 5, 2006:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.
    Peer Instruction: Successes and challenges, at Math & Science Partnership of Greater Philadelphia, Bryn Mawr (Bryn Mawr, PA), Tuesday, April 17, 2007:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction: Successes and challenges
    Peer Instruction, at 2007 Teaching and Learning Conference, University of Minnesota (Minneapolis, MN), Monday, April 23, 2007:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction
    Workshop on Peer Instruction, at Education Workshop, University of Kentucky (Lexington, KY), Wednesday, October 24, 2007:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Workshop on Peer Instruction
    Peer Instruction Workshop, at CEGEP John Abbott College (Montreal, Canada), Wednesday, January 16, 2008:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction Workshop
    Peer Instruction Workshop, at T-PULSE/TLS Education Talk, McGill University (Montreal, Canada), Wednesday, January 16, 2008:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction Workshop
    Peer Instruction, at Surrey Centre for Excellence in Professional Training and Education Lecture, University of Surrey (Guildford, United Kingdom), Friday, March 7, 2008:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction
    Peer Instruction, at University of Iowa (Iowa City, IA), Monday, September 8, 2008:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the “class” in which Peer Instruction is demonstrated,... Read more about Peer Instruction

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