The document introduces the peer instruction method, which is an active learning strategy where an instructor poses a conceptual multiple-choice question to students, provides time for individual reflection and voting, has students discuss their answers in pairs or groups, votes again, and the instructor explains the concept based on student understanding. The goal is to engage students, address misconceptions, and promote deeper learning through structured questioning and peer discussion.

2. INTRODUCTION
In classrooms teacher explain any topic with some illustrations and activities for making
more understandable and comprehensible for getting knowledge in this way to have
learning which will be used in classroom activities as well as real situation. In today’s
there is a great demand for active learning among both students and educators and also for
engaging students, more if instructors try students learn concepts deeply and not simply
regurgitating facts on an exam. With traditional teaching methods, students have developed
difficulties in problem solving, performance, conceptual understanding, self-efficacy,
and motivation. Freedman et al. (2014) reported a study that said students with traditional
lecturing were 1.5 times more likely to fail than the students in classes with active learning.
method for having classes with active learners in a collaborative learning is THE PEER
INSTRUCTION METHOD.

3. It is used for to engage students in a
collaborative learning for understand concepts
deeply using question that permits discuss
critically in that way all students will answer
correctly supporting why they choose a option.
ORIGIN:
Eric Mazur created this method in 1990
because of his physics students at Harvard
University had difficulties to understand
concepts deeply about “forces” and they
could not pass an exam of this topic.
THE PEER INSTRUCTION
METHOD

4. “Peer instruction (PI) is an interactive
student-centered instructional strategy for
engaging students in class through a
structured questioning process that improves
the learning of the concepts of fundamental
sciences” (Michinov, Morice, and Ferrieres,
2015, p, 1)
“Learning environments like this that are dialogically
rich -embodying teacher-students and/or students-
students dialogue- are know to develop critical
thinking and deep conceptual understanding in
students”(e.g. Reiter, 1994; Anderson et al., 1996,
2001, decorate, 1996; Matthews. 1996).
It is “an interactive teaching
technique that promotes
classroom interaction to engage
students and address difficult
aspects of the material” (Mazur and
Watkins, 2010, p.39).

5. It is simplicity and flexible (it is
probable teacher can omit
some steps from the process).
It does not need technology.
It is used to small and large
classes
Take between 5 and 15 min
(depending on the complexity
of the concept and whether all
of the seven steps are used).
Instructor adapts instruction
based on student responses.
The use of conceptual
questions and the use of
multiple-choice questions that
have discrete answer options.
Peer instruction is interspersed
throughout class period.
Students are not graded on in-
class peer instruct activities.
•Students have a dedicated
time to think and commit to
answer independently.
•developed: Conceptual
understanding as a skill.
•Commit to an answer after
peer discussion.
•Discuss their ideas with their
peers.

6. What
Moves information
transfer out of class
and application into
class
Educator poses
conceptual
questions-
alternative to lecture
Students reflect on
questions and then are
directed to find solutions
among each other.
Educator redirects learning
and acts as a guide.
Where
Classroom
Lab
Simulation
preceptorship
When
Think pairs and
group work
Complex concepts
Supervision of
educator
Flipped classroom
Structured peer
tutoring
Why
Adds interactivity
to a traditional
lecture course
Enhances problem-
solving and critical
thinking skill
Promotes deeper
learning and real
word connections
Increased
confidence and
communication
Knowledge
retention

7. According to Mazur there are 7 steps:

8. Instructor poses question based on
students’ responses to the pre-reading
class.
Conceptests are a type of question
that are designed to assess if
students are able to understand and
apply the concepts discussed class.
It is a multiple choice format.
1. POSE A QUESTION

9. Type of Conceptests:
• Using images
• Conceptual examples based on student
difficulties
• Surveys
• Reasoning behindtheanswer is what
looking for more than one right
answer
• Application of an idea to a situation
A great question can facilitate lively class discussion
well as help you assess the level at which your class
understands the material.
The goal of asking
question is to exploit
students interaction during
lectures and focus
students’ attention on
underlying concepts.

10. According to Dr. Chasteen (2014) for to write effective question:
• Move away from simple questions
• Use questions that prompt good discussion
• Use questions that emphasize reasoning or process
• Use clear wording
• Write tempting distractors
• Use question at a mixture of cognitive depth
• Ask challenging questions not just memorizing facts.
• Use the bloom taxonomy for to formulate questions
• Incorrect answers are important part on an effective question

11. 2. PROVIDE TIME TO THINK
Students reflect the question (teacher gives time to think
and construct an answer based on their current
understanding).
3. STUDENTS COMMIT TO AN INDIVIDUAL
ANSWER
Teacher then directs students to record and display their
answer to the teacher using classroom response method.

12. Once the teacher collects the responses, she/he reviews them
without disclosing, displaying, or sharing the correct answer or
the frequency of choices among the students.
The response method can be:
1. Low-tech: e.g., hand signals, flashcards or student
whiteboards.
2. High tech: e.g. clickers, text messages or cloud based
courseware.
Lasry (2008) said the
higher-tech response
systems (clickers, web-
based response
systems) provide
anonymity than using
hand signals or
flashcards.
4. INSTRUCTOR REVIEWS STUDENTS’ RESPONSES

13. The teacher cues students to “turn to their
to use reasoning to convince their peer of their
answer or justify why they responded in the way
did based on what they heard, read, learned, or
studied.
If their neighbor has the same
answer, Mazur recommends cueing
students to find someone with a
different answer.
5. STUDENTS DISCUSS THEIR THINKING
AND ANSWERS WITH THEIR PEERS

14. After the discussion is complete, the teacher
they want to keep the same answer or change
answers. Once they have had a moment to
think, students record their final responses which
are communicated to the teacher using the same
classroom response method.
6. STUDENTSTHEN COMMIT AGAINTO AN INDIVIDUAL
ANSWER.

15. The instructor decides whether more explanation is
needed before moving on to the next concept.
The teacher closes the series of activities by finally
revealing the correct answer.
Some teachers:
• Display the post response frequencies so students can see how their
answer changed (often in the direction of the correct answer) and how
many others selected specific answer.
• Ask for explanation from representatives from each answer choice to
explain their reasoning. Students are often willing to explain their
reasoning
7.THE INSTRUCTOR AGAIN REVIEWS RESPONSES

16. Activity outline:
1. Presentation of a topic in Peer Instruction ~15 min
2. Mini-lecture 7-10 min
3. Question posed 1 min
4. Students think quietly on their own 1-2 min
5. Students record/report initial answers <1 min
6. Students discuss their answers in small groups 2-4 min
7. Students record/report initial answers <1 min
8. Feedback to teacher: tally of answers <1 min
9. Explanation/discussion of correct answer 2+ min

17. What you are looking for
in the student response is
enough students with the
correct answer
If the percentage of correct answers is in the
50% range:
•Students (2-3) explain to their neighbor
answer they picked and why.
•Then listen each other and if the answer is
different they should try to convince why they
choose it.
•The instructor should circulate to hear
explanations to get clues on how to address
misconceptions, and also to encourage
students to participate. The discussion
lasts 2-4 minutes.
•The instructor then ends the discussion and
polls students on the question. If enough
answers have changed so that 70% have
selected the correct answer.
•Then explain the correct answer and move
to the next topic lecture segment.

18. Moderating the peer instruction
 Probably they do not know each other, they have to introduce
themselves.
 Allow sufficient time to them to consider options and record their
responses before the peer instruction meanwhile they are discussing.
 The instructor circulate around the room and offer comments,
additional points or just eavesdrop, with this, instructors can realize if
there are misconceptions or they are correct.
Leading the follow-up class discussion
If you designed a well question you may find students that do not come
the same conclusion. It allow you engage in further discussion with the
entire class together
Tip: if you tell to your students
the correct answer, they will
stop analyzing, for that reason
discuss options in detail before
to give the them the correct
answer.

19. Topic: Natural areas - Vocabulary
Concepts:
1. A forest is a large area with lots of tress.
2. A field is a piece of land on a farm.
3. An island is a piece of land with water around it.
4. A lake is a large area of water with land with water around
it.
5. A mountain is a high piece of land, often with snow on top.
6. The ocean is a large area of salty water next to beaches.
7. A hill is a high piece of land which is smaller than
mountain.
8. A river is a long area of water that goes into the ocean.
Show and explain the concepts to students.
Example of Peer instruction method
Imagine you planned use nature to teach new vocabulary for describing it and you designed objectives
•To introduce concepts of vocabulary about Natural areas.
• To give authentic examples about this vocabulary.
• To make students work in pairs for understand deeply practicing the vocabulary taught by making
description about places they consider interesting.
• To analyze a question which they show their point of view.

20. Example 1:
In La Paz city we have a big mountain which covered by
snow and it is one of the most attractive place where
women climbed for to show they can do what it seems
impossible.
Example 2:
In Bolivia you can find natural and green spaces as
we preserve vegetation and wildlife. You can see a large
area with a lot of tress, forest, rivers, lakes or land in
different regions too.
Illustrate students with real
examples.

21. What place in the world would you like to
visit? Why?
Which of these natural areas have being
affected more in the last years? and
explain why
A. Ocean and forest
B. Ocean
C. Forest
D. Island
E. All of them
F. Other
Question for discussing, each one will show
their point of view about which area is damaged

22. What place in the world would you like to
visit? Why?
Which of these natural areas have being
affected more in the last years? and
explain why
A. Ocean and forest
B. Ocean
C. Forest
D. Island
E. All of them
F. Other
The answer that you want to obtain, it permits
discuss deeply. After all will be agreed, as a class
will past the next topic: vocabulary of natural
disasters.
Students will work in pairs and use
the vocabulary

23. • A. Dumont, Peer instruction to learn English, International Conference of “ICT for language learning”
• B. Simon and Q. Cutts, “Peer Instruction:A teaching method to foster deep understanding,” Communications of the
ACM,Vol. 55 No.2, pages 27-29.
• C. Crouch, J.Watkins, A. Fagen, and E. Mazur, Peer Instruction: Engaging Students One-on-One, All at Once, in
Research-Based Reform of University Physics (2007),Vol. 1.
• E. Mazur, Peer Instruction:A User's Manual (Prentice Hall, Upper Saddle River, 1997).
• Instruction-An Evidenced BasedTeaching Method to Get Learners Engaged, Dr. Melissa Knight, PHD, RN, MSN, CNE,
04 June, 2019.
• Pollock, Steven & Chasteen, Stephanie & Dubson, Michael & Perkins, Katherine. (2010).The use of concept tests and
peer instruction in upper-division physics. 1289. 10.1063/1.3515218.
• htpp://blog.sciencegeekgirl.com/2012/02/06/phystec-workshop-the-gentle-art-of-questioning-writing-great-
clicker-questions/
• https://doi.org/10.3389/feduc.2018.00033
• https://inservice.ascd.org/eight-types-of-instructional-strategies-that-improve-learning-in-a-21st-century-world/
• https://www.frontiersin.org/articles/10.3389/feduc.2018.00033/full
BIBLIOGRAPHY