Peer Learning GroupsOverview—Peer Learning Groups“Features” of Peer Learning Groups: Motivation“Features” of Peer Learning Groups: Examples“Features” of Learning Groups: Cooperative vs CollaborativeBenefits: Is the group activity time well spent (e.g. compared to lecture time)?Benefits: Is the group activity time well spent (e.g. compared to lecture time)?Benefits: More generalBenefits: More generalImplementation of Peer Learning Groups:Promoting positive interdependenceImplementation of Peer Learning Groups:Individual AccountabilityImplementation of Peer Learning GroupsStudent Teamwork; Group-work skillsImplementation of Peer Learning GroupsStudent TeamworkImplementation of Peer Learning GroupsGroup assignmentImplementation of Peer Learning Groups:Practical AdviceImplementation of Peer Learning Groups:Practical AdviceImplementation of Peer Learning Groups:Practical AdviceConclusionsSuggested ReadingWorks CitedWorks CitedWorks CitedWorks CitedDefinition of reciprocal teachingPeer Learning GroupsJared BarberOctober 22, 2006Mentoring SeminarOverview—Peer Learning Groups Cross, KP, Steadman, MH. 1996. Classroom Research: Implementing the Scholarship of Teaching. San Francisco: Jossey-Bass. Pgs. 172-182. Peer learning group “features” Benefits of peer learning groups Implementation of peer learning groups Possible readings“Features” of Peer Learning Groups: Motivation Motivation Active learning and involvement Improving peer interactions through peer motivation and support (Students are teachers) Elaborate and employ new concepts/techniques“Features” of Peer Learning Groups: Examples “Reciprocal Teaching” Study groups Small groups Case Studies Course assignments Research projects Collaborative Learning Cooperative Learning Pairs (Pair and share) Small group discussion Peer tutoring“Features” of Learning Groups: Cooperative vs Collaborative Both enable students to learn through sharing of ideas Cooperative More teacher involvement giving more student accountability Originated in k-12 Group grades (eliminate class competition) Proponent: Bruffee, 1995 Collaborative Less teacher involvement giving less student accountability Seen more in higher ed Individual grades Proponent: Cooper, Robinson, and McKinney, 1994Benefits: Is the group activity time well spent (e.g. compared to lecture time)? Reinforcing main points vs trying to pack in details Big question: “Who does most of the complicated, difficult thinking in the classroom” (Cooper,1995, p8)—What do you want as a balance? See the processes behind the final results, regardless of how messy they might be. Preparation, participation, and attendance become necessaryBenefits: Is the group activity time well spent (e.g. compared to lecture time)? Shift in job (wider description): Student’s job becomes: “Question, explain, express opinions, admit confusion, and reveal misconceptions;…listen to peers, respond to…questions, question…opinions, share information or concepts that will clear up…confusion.” (McKeachie, 1994, p149) Not fast vs slow learners, but “confused and unconfused benefit” (to help each other) (McKeachie, 1994, p149)Benefits: More general Improved involvement and gains in achievement (Cooper & Mueck, 1992; Cooper, Robinson, & McKinney, 1994; Johnson et al 1981; Slavin, 1983) 200 college survey (Astin,1992): Student-student/student-faculty interactions important for retention Differing viewpoints help intellectual development Discipline vocabulary familiarity gotten from peers “Often we [(e.g. faculty)] do not notice when we have stopped speaking plain English” (Nelson, 1994, p50) Undergrad teachers’ classes did better than faculty in discussion sections (Nelson, 1994)Benefits: More general King’s peer questioning-teaching students to ask deep questions deepens students (King, 1990) Article experiment (Benware & Deci, 1984) Give students article Tell half class they have a test on article Tell half class they have to teach the article “Teachers” had higher conceptual learning scores and felt more actively engaged “pray to be a tutor, not to be tutored” (McKeachie, 1994)Implementation of Peer Learning Groups:Promoting positive interdependence Promote individual responsibility for success of all Suggestions: Assign different portions of material (e.g. reading) for students to teach it to others Assign different portions of project (e.g. coding), building in interdependence as much as possible.Implementation of Peer Learning Groups:Individual AccountabilityMinimizing “freeloader” phenomenon Majority of credit on outside individual work Participation allowed only if (e.g.) a worksheet is produced showing they’ve prepared beforehand (Rau & Heyl, 1990) Assigning roles: Leader, recorder, reporter, presenter, writer, etc Ask what people have learned from others (to make sure they pay attention to each other’s work) (Nelson, 1994)Implementation of Peer Learning GroupsStudent Teamwork; Group-work skills Interpersonal skills: being friendly, listening to others, eye contact, speaking positively with no harmful forms of communication. Group management skills: organizing the work of the task, keeping members on task , taking time for group processing and analysis of effectiveness. Inquiry skills: asking clarifying questions, probing for additional information, critiquing ideas, probing assumptions, eliciting the views of other group members (helps promoted intellectual development and critical thinking). Conflict prevention, mediation, and resolution skills Presentation skills: oral and written communication, including summarizing, synthesizing, speaking before groups (Bosworth, 1994, pp27-28)Implementation of Peer Learning GroupsStudent Teamwork Motivation: More prepared for job (Sharan, 1980) Inform students of “Group-work skills” which enhance their work (Bosworth, 1994) Demonstrate, model, talk through above skills (e.g. ask me a question) (Bosworth, 1994)Implementation of Peer Learning GroupsGroup assignment Consider students’ majors, ages, abilities (personally assign) Study on correlations with worst vs best group experiences (Fiechtner and Davis, 1992) Self-chosen groups bad (on basis of not having evenly spread talents