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Dr. Eric Mazur Department of Physics Harvard University (1997)

Dr. Eric Mazur Department of Physics Harvard University (1997). PER: A Real Eye Opener. Traditional (teacher-centered) methods of instruction versus “informed” (student-centered) methods of instruction. Many bleak results from traditional methods* Low student interest

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Dr. Eric Mazur Department of Physics Harvard University (1997)

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  1. Dr. Eric Mazur Department of Physics Harvard University (1997)

  2. PER: A Real Eye Opener • Traditional (teacher-centered) methods of instruction versus “informed” (student-centered) methods of instruction. • Many bleak results from traditional methods* • Low student interest • Students retain preconceptions • Lack of conceptual understanding • More emphasis on memorization than understanding resulting from “surface” learning rather than “deep” learning. *Sheila Tobias (1990) They’re Not Dumb, They’re Different: Stalking the Second Tier. Tucson, AZ: Research Corporation.

  3. Mazur’s “Peer Instruction” • Pre-class reading • Reading quiz • Lecture on selected topics • Individuals work on ConcepTests • Small group discussion • Feedback provided to instructor • Remediation as necessary

  4. P. I. Procedure - 1 • Assign reading & write reading quiz. • Prepare limited lecture outline (3-4 topics) from reading. • Prepare ConcepTest questions: • Single concept per question • Question not soluble using equations • Adequate M.C. foils (based on preconceptions) • Unambiguous wording • Neither too easy nor too hard.

  5. P. I. Procedure - 2 • Lecture (approx. 15 min. per topic) • 7-10 min. for lecturing • 5-8 min. for ConcepTest) • Demonstrations • Not part of lecture • Related to ConcepTest questions • Examinations contain: • Concept questions • Equation-based questions

  6. Conducting ConcepTests • Students view question, reflect on answers. • Students record individual responses on whiteboard responder pads. • Students share responses and gather in small groups to work out detail. • A single group response is given. • Instructor responds to groups.

  7. ?’s about Peer Instruction • Does P.I. really work? • Do traditional problem-solving skills suffer as a result of using P.I.? • How does one deal with the “depth versus breadth” argument using P.I.? • How much effort does P.I. take?

  8. Peer Instruction Resources • Mazur, E. (1997) Peer Instruction: A User’s Manual. Upper Saddle River, NJ: Prentice Hall. • JiTT also something worth checking out • World Wide Web: http://galileo.harvard.edu

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