Peer Instruction & Think-pair-share

Peer instruction is an instructional strategy that encourages students to verbalize their answer and selection rationale, actively listen to their peer’s rationale, and critically compare / contrast their explanations with those of others. Students are presented with multiple-choice questions testing their conceptual understanding. They select an answer and communicate their choice (i.e., vote). This can involve any of the following tools: response device (often referred to as clickers), flash cards, or discreet hand signals. The tabulated responses enable the instructor to determine the next pedagogical move in real-time (i.e., in accordance to student understanding). If a significant proportion of students select an incorrect response, they are given the opportunity to debate/discuss their answers with a peer(s) before re-voting. Following the second vote, the instructor presents the correct response and makes any necessary clarifications.

Essential features for successful implementation of this strategy: (1) Conceptual questions: Selecting multiple-choice questions that tap into students’ understanding of concepts that are often misunderstood initially (i.e., student’s prior knowledge may be erroneous or may not be consistent with the manner in which a particular discipline understands the concept). (2) Peer discussion: Providing time for peer-to-peer discussion. This discussion is most effective when peers with different answers (i.e., views, understanding, etc.) talk and explain to each other.

Purpose: This strategy supports conceptual learning. Often, students who came to the wrong conclusion in the first vote, are able to answer the question correctly on the second vote through this process of discussion and debate with peers.

Note: Peer Instruction is similar to Think-pair-share. However, though Think-pair-share follows three major steps of peer instruction it tends to be less formal, requiring less preparation by an instructor to implement. With Think-pair-share, students are given a question or problem to solve. The instructor allows them a few minutes to think about the problem alone (think), then has students group together (pair) and discuss to compare and elaborate on their thinking (share). This can be followed up with a whole class share – especially for more complex content. This strategy can be an effective way to break up a lecture by enabling students to engage with course content, discuss with their peers and share knowledge.

This version of Peer Instruction (PI) is a six step instructional process. Other iterations of this process are possible depending on the pedagogical needs.

STEP 1: Instructor provides students with content (e.g., mini-lecture, pre-class reading).

STEP 2: Instructor prepares multiple choice questions/problems.

BEST PRACTICES NOTE: Concept-based questions are the most effective to promote student debate and discussion of understanding).

STEP 3: Individually, students answer the question and enter their vote using a polling method or device (e.g., clickers or phone app).

IF less than 35% answer correctly:

STEP 4 : Instructor revisits the concepts required to answer the question.

IF between 35-70% answer correctly:

STEP 5: Students, in pairs or small groups, discuss their answers and explain their reasoning.

Eric Mazur – Peer Instruction – Dean and Professor of  Applied Physics, Harvard University, and Vice-President of the Optical Society

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