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President’s Challenge

President’s Challenge.

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President’s Challenge

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  1. President’s Challenge “The challenge before us is to create even more powerful and effective learning experiences in which students learn by faith… Students need opportunities to take action… Some of [those opportunities] will come in the classroom, where prepared students, exercising faith, step out beyond the light they already possess, to speak, to contribute, and to teach one another. It is precisely in that moment that the Spirit teaches.”Kim B. Clark, “Inaugural Response,” October 11, 2005

  2. Common Questions What is my role? What are the risks and benefits? How do we implement this? What are my resources?

  3. “A faculty member should be the engineer, the designer, the architect of the learning experiences; not just the sage on the stage telling people what he or she thinks they need to know.” --Elder David A. Bednar, November 16, 2004 President’s Q&A, BYU-Idaho

  4. Description Peer-to-peer (P2P) learning is a teaching method where faculty architect experiences for students to act by teaching and learning from each other General Principles • Students learn more when they teach Teaching allows students to act Action authorizes the Holy Ghost to teach • •

  5. Concept Test: Volume Flow Rate Example • A blood platelet drifts with the flow of blood through an artery that is partially blocked • As the platelet moves from the narrow to the wider region, its speed: • increases • remains the same • decreases C. Crouch and E. Mazur, “ Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics, 69 (9) 2001.

  6. Increased Conceptual Understanding: In large sample studies in Physics classes, conceptual mastery increased through concept tests and other peer learning methods 1. • “Students who understand the concept when the question is posed have only recently mastered the idea and are still aware of the difficulties involved in grasping the concept. Consequently, they know precisely what to emphasize.” --Eric Mazur, Peer Instruction, 1996 Traditional Frequency Peer Learning • Volume Flow Rate Calculation • Calculate the volume flow rate when the cross-section area is 0.5 cm2 and the fluid speed is 2.2 cm per second? Average Normalized Gain R. Hake, “Interactive-engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses,” American Journal of Physics, 66 (1) 1998.

  7. Common Questions What is my role? What are the risks and benefits? How do we implement this? What are my resources?

  8. Types of Peer Learning Instructor Student Peer Facilitator • Peer Interaction • Immersion and Formative Assessment: • Discussion groups/boards, study groups, peer comparison • Peer Response • Deepening and Integrating Conceptual Learning: • Socratic questioning, paired teaching, case studies, concept tests • Peer Collaboration • Joint Problem Solving and Concept Application: • Group assignments/quizzes, team projects, structured activities • Peer Feedback • Expanded Evaluation through Peer Review • Calibrated Peer Review, rubric-based evaluation • Peer Facilitated Instruction • Rotated or Dedicated Student-led Instruction • Student-directed lesson development

  9. Peer Response Deepening and integrating conceptual learning

  10. Architecting Peer Instruction: Semester CyclesEnglish 111 syllabus example Peer Interaction Peer Collaboration Peer Feedback

  11. Architecting Peer Instruction: Weekly CyclesPhysics weekly structure example Pre-class Classroom Section Lab • Pre-reading assignment: e.g. fluid dynamics • Online conceptual pre-class quiz • Peer comparison • Online discussion board • Participation graded • Concept Test administered individually • Discussed in pairs or small teams • Student answers defended in group discussion • Cooperative activities: • Group quiz • Group assignments • Peer facilitated instruction: • Pre-assigned discussion questions

  12. Student Peer Instruction Resources Overview of Pedagogy • Departmental Training • Faculty Development Workshop • Training Resource Materials On Demand Resources • Pedagogical Advisement • Library of P2P Research • Faculty Best Practice Database • Peer Facilitator Database Joint Development Resources • Joint Development of Course • Course Advisement • Peer Facilitator Training

  13. “BYU-Idaho is engaging students in a very powerful way in teaching one another. Over time, it will become apparent that the most powerful way for the students to learn is for them to teach—they will teach to learn. (Realizing the Mission, Clark, 5/07)

  14. Creating Natural Leaders Learning to Teach and Be Taught by Each Other “They will be natural leaders who know how to teach and how to learn …. Those graduates of BYU-Idaho will become legendary for their capacity to build the people around them and to add value wherever they serve.” Elder Henry B. Eyring - “Steady Upward Course”

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