HOME /

Peer Instruction

Confessions of a converted lecturer, at Harvard-Cengage Conference For Teachers of the Principles of Economics, Harvard University (Cambridge, MA), Friday, April 29, 2011:
talk_1749.pdf
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:
talk_1206.pdf
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.
Is ranking just a myth? How assessment kills imagination and creativity, at Brown Univeristy (Providence, RI), Monday, September 28, 2015:
talk_2527.pdf
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Is ranking just a myth? How assessment kills imagination and creativity
Taller sobre la enseñanza entre pares, at Primer Programa Internacional Universia sobre Innovación en la Enseñanza, Pontificia Universidad Católica del Perú (Lima, Perú), Tuesday, March 19, 2013:
talk_2103.pdf
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 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Taller sobre la enseñanza entre pares
Engaging students one-on-one, all at once; Session 2, at LASPAU/IDIA Short Online Course for Pontificia Universidad Católica de Chile and the Universidad Adolfo Ibanez (Chile) (Cambridge, MA), Monday, August 22, 2011:
talk_1777.pdf
Continuation of online workshop.

This second 2-hour live online session will:

  • address the questions that have been submitted in the assignment form,
  • provide pointers on how to develop PI and JiTT questions,
  • discuss strategies for assessment, and
  • provide an opportunity to share ideas for learning goals and module improvements.
Read more about Engaging students one-on-one, all at once; Session 2
Education, at Parent Leadership Weekend, Harvard University (Cambridge, MA), Friday, May 4, 2007
No abstract available.
Confessions of a converted lecturer, at Tucson Optics and Photonics Winter School, University of Arizona (Tucson, AZ), Friday, January 8, 2016:
talk_2582.pdf
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 Technology Symposium, Suffolk University (Boston, MA), Thursday, May 23, 2013:
talk_2061.pdf
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
Active Learning Experiences, at IDEA League Workshop on Excellence in Engineering Education, Delft University of Technology (Delft, Netherlands), Thursday, November 3, 2011:
talk_1824.pdf
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 Active Learning Experiences
Confessions of a converted lecturer, at the Centre for the Study of Learning and Performance and the Centre for Teaching and Learning Services, Concordia University (Montreal, Canada), Thursday, January 17, 2008:
talk_1364.pdf
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 Open Classroom Days Keynote (Amherst, MA), Thursday, March 31, 2016:
talk_2616.pdf
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
Flipping Your Classroom With Peer Instruction: How To Turn Your Students' Worlds Right Side Up, at FlipCon13 (Stillwater, MN), Tuesday, June 18, 2013:
talk_2174.pdf
Instructors all over the globe are turning their students' worlds right side up by flipping their classrooms. In a flipped class, teachers typically move information coverage out of formal class meetings so that they can better leverage in-class time to address student difficulties or misconceptions. Flipped learning is much more than watching videos and doing homework in class. In this session, Dr. Julie Schell will introduce one research-based flipped method called Peer Instruction. A primary goal of Peer Instruction is to radically transform students’ in-class experiences. Originally... Read more about Flipping Your Classroom With Peer Instruction: How To Turn Your Students' Worlds Right Side Up

Pages