Workshop Content: Peer Instruction with Audience Response Systems-Three ways to use peer instruction when teaching

Three ways to use peer instruction when teaching

Pdf Summary

Peer instruction is an interactive teaching method that uses audience response systems (e.g., iClicker, Learning Catalytics) to engage learners with conceptually rich questions ("conceptests"). This approach adapts based on how many participants answer correctly, targeting a "sweet spot" that fosters productive discussion and deeper learning through re-polling.<br /><br />In a traditional lecture, peer instruction can be interspersed after short (10-15 minute) didactic segments to maintain attention. These question episodes encourage learners to apply and better encode information just presented, while also providing formative feedback to both instructors and students on comprehension before progressing.<br /><br />An entire class can alternatively be structured around successive peer instruction questions, with minimal lecturing focused mainly on clarifying and debriefing. Here, questions build on prior knowledge gained from assigned readings or videos done before class, or from previous lectures.<br /><br />Peer instruction is especially effective when targeting misconceptions identified through pre-class formative self-assessments. Instructors review these assessments to pinpoint problematic concepts and select or create questions addressing these misunderstandings. Crucially, misconceptions are not discussed before peer instruction; instead, learners confront and reconsider their ideas during peer debate, leveraging cognitive dissonance to facilitate conceptual change.<br /><br />Overall, peer instruction integrates assessment, discussion, and feedback to enhance learning by actively involving students in the knowledge construction process rather than passively receiving information. This method can be flexibly incorporated into various class formats—from primarily lecture-based sessions with embedded questions to peer discussion-driven sessions centered on pre-class preparation and misconception remediation.

Keywords

peer instruction

interactive teaching

audience response systems

conceptests

productive discussion

formative feedback

misconceptions

cognitive dissonance

active learning

pre-class preparation