Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning" Open SUNY COTE Summit Conference Dates: February 24-26, 2016. Location: SUNY Global Center, New York, New York http://opensunycotesummit2016.edublogs.org/ Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d

1. Open SUNY COTE Summit 2016
THE BACKWARDS CLASSROOM: USING PEER
INSTRUCTION TO INCREASE ACTIVE LEARNING
“The lecture is a process whereby the lecture notes of the instructor
get transferred to the notebooks of the students without passing
through the brains of either.”
-Eric Mazur
Dr. Cristi D. Ford
University of Maryland University College
Cristi.ford@umuc.edu

2. At the end of this presentation:
1. The concept of Peer Instruction and how it can be
used to effectively in online classroom.
2. Low tech to high tech version of the methodology
3. Discuss the impact on building assessment and
applications.

3. Cristi D. Ford
§ Assistant Vice Provost, Center for Innovation in Learning and
Student Success @ UMUC
Previous
§ Director, Research Academy for Integrated Learning (RAIL)
§ Previous Assistant Professor, Center for Academic Technology
§ Facilitate online workshops for Sloan (Online Learning Consortium)
§ Teach and develop on line courses in the area of Psychology
§ Previous Director of Distance Education overseeing leadership for 23 online
programs (certificates to PhD programs)
§ Doctorate in Educational Leadership and Policy from University of Missouri

4. Learn Peer Instruction
Using Peer Instruction
Increase Active Learning
to

5. Your Assignment
¨ bit.ly/SUNY16
¨ Read starting from
heading Why Lecture?

6. Let’s see what you grasp about the concept of Peer
Instruction

7. Peer Instruction Requires
¨ A. The instructor to offer content or reading
assignments around the concepts
¨ B. Lectures/Resources that elaborate on the
readings
¨ C. Resources that add insights around
potential difficulties
¨ D. All of the above

8. What is the purpose of a Concept Test?
A. Questions that trick students into a position to think
more deeply about the topic.
B. Test that asks about all parts of the lessons.
C. Short questions on the subject or concept being
discussed.
D. Questions that force the students to memorize the
material.

9. Goals of Peer Instruction
¨ Engage students actively in the course
material:
¤ readings/coursework
¨ Exploit the student engagement in the course
¨ Get a pulse on your students abilities:
¤ Administer concept tests that have them apply
the basic information.
¤ Based on the results, review topics where
students demonstrate a weakness.

10. Concept Test Paradigm
¨ Low-stakes environment, build expert-level
cognitive skills that are conduits to the Holy Grail of
learning – knowledge transfer (the ability to apply
prior knowledge to solve problems in or navigate
new, unfamiliar contexts).

11. Concept Test Design
¨ Some of these expert-level cognitive tasks include
the metacognitive activity of self-monitoring. When
we ask students to respond to Concept Tests, we are
asking them to think about what they know and
what they don’t know.

12. ¨ Gives students multiple opportunities with low stakes
assessment before taking high stakes
¤ Students do well in areas they are paying attention
to…
¤ Powerful way to direct students attention is assessment
n Test based learning or retrieval practice
n The trick to helping students’ learn, retain what they learn
for the long-term, and even apply what they learn in novel
contexts is to ask them questions that require retrieval of the
key concepts that constitute your learning outcomes.

13. Experiential Learning
Work with your peers
Experience #1 – Case Studies
Dr. Simmons has been implementing the process of peer
instruction successfully in her classes for 3 years and feels
very good about the success of her students at mastering the
coursework at levels beyond what she had experienced
prior to the implementation of peer instruction. When she
enters the classroom for the fall term, she notices that one of
her students is disabled and must use a keyboard to
communicate all his thoughts and ideas.
What issues does Dr. Simmons face with respect to her ability
to continue using Peer Instruction in her classroom?

14. Change in Construction of Assessments
¨ Opportunity to offer rich assessments
¨ To engage students more actively in the learning
process

15. Change the Assessment
¨ Identify the steps of
photosynthesis?
¨ What role does
chlorophyll play in
photosynthesis?
OLD NEW

16. MY CONCEPT TEST EXAMPLE

17. Implementing in Hybrid Courses
Peer Instruction and Hybrid Courses: The Perfect Combination!
• Readings
• Lecture Videos
• Other
• Concept Tests
• Review of specific lecture material
• Experiential learning activities

18. Implementing in Online Courses
¨ Online Lectures/Readings
¨ Concept tests -> mini assessments
¨ Discussion Boards
¤ Pose questions or exercises specific to areas students
have demonstrated weakness
¤ A perfect forum for peer instruction – allows students to
further their understanding of knowledge by teaching
each other.

19. Peer Instruction
¨ So you have experienced and learned about peer
instruction by doing peer instruction.
¨ Now we want to give you an opportunity to think
about your own teaching.

20. Your Concept Test
¨ Now that you have had an opportunity to create a
group, we want you think about the important
elements of a Concept Test.
¨ We know it needs to be an opportunity for students
(or the others in this workshop) to show you what we
know based on what you have given us.
¨ Think about making sure the Concept Test has the
essential elements as documented on your guide.
¨ bit.ly/COTE16

21. Show Us What You’ve Created

22. So Now What…How can you get started?
¨ Read Eric Mazur’s Book Peer Instruction
¤ Focus on Chapters 2, 3, 5 & 6
¨ Talk to Your Neighbor Blog: Great Peer Instruction
networking opportunity
¨ Peer Instruction.net
¤ Connect with other faculty using peer instruction and get
some tips

23. Questions? Comments?