Group items tagged

Interteaching is an approach to peer instruction. It may be interesting to faculty exploring blended learning.

Using Google Docs to share work in a writing workshop seems straightforward enough; the idea of collecting and reviewing feedback through a Google Form is an interesting twist.

Good tips for structuring peer review exercises so that they provide the feedback (and builde skills at attentive reading) which students need.

If you start your classes with a review of the previous class, remember that "the person who does the work does the learning." Maybe that's an opportunity for a low-stakes oral presentation!

The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.

The author argues for thinking of students as a vehicle for communicating core course content (not just the related material which is most often covered in student presentations). He has two reasons - student presenters do not have "expert blind spots", and peer-to-peer interaction has a differently engaging dynamic.

The author discusses a report on the value of having students evaluate their peer's presentations in the political science classroom. Being required to evaluate their peer's presentations using the same criteria as the instructor uses, students report a greater understanding of the expectations for the presentations and gain more knowledge from the content of those presentations than they would have otherwise.

An interesting description of the "peer instruction" model used to achieve active learning in large lecture classes by Eric Mazur.

Kenyon's own Harry Itagaki reports on his experience using mock NSF-type grant proposals and blind peer review as the major assignment in his 300-level courses. 

Kenyon's own Harry Itagaki reports on his experience using mock NSF-type grant proposals and blind peer review as the major assignment in his 300-level courses.

Kimberly Van Orman uses "naïve tasks" to get students to make predictions based without advanced subject knowledge, creating a chance to reflect on their reasoning and spark curiosity.