1. Go to learningcatalytics.com/demo

1. Go to
learningcatalytics.com/demo
2. Enter info, click “Start”
3. Join session 123456789
Peer Instruction Workshop
BYU Idaho
Rexburg, ID, 15 May 2015
Peer Instruction Workshop
@eric_mazur
BYU Idaho
Rexburg, ID, 15 May 2015
1. Go to
learningcatalytics.com/demo
2. Enter info, click “Start”
3. Join session 123456789
Peer Instruction: a primer
lectures focus on information transfer…
Peer Instruction: a primer
lectures focus on information transfer…
but education is much more!
Peer Instruction: a primer
1. information transfer
Peer Instruction: a primer
1. information transfer
2. assimilation of information
Peer Instruction: a primer
1. information transfer (easy)
2. assimilation of information (hard and left to student)
Peer Instruction: a primer
Solution: move information transfer out of classroom!
Peer Instruction: a primer
Main features:
• pre-class reading
• in-class: depth, not ‘coverage’
• ConcepTests
Peer Instruction: a primer
brief
presentation
Peer Instruction: a primer
brief
presentation
ConcepTest
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
> 70%
correct
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
> 70%
correct
explanation
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
> 70%
correct
explanation
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
30–70%
correct
> 70%
correct
explanation
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
30–70%
correct
> 70%
correct
peer
discussion
explanation
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
30–70%
correct
> 70%
correct
peer
discussion
explanation
clicker poll 2
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
< 30 %
correct
30–70%
correct
> 70%
correct
peer
discussion
explanation
clicker poll 2
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
< 30 %
correct
30–70%
correct
> 70%
correct
revisit
concept
peer
discussion
explanation
clicker poll 2
repeat
from start
Peer Instruction: a primer
brief
presentation
ConcepTest
clicker poll 1
< 30 %
correct
30–70%
correct
> 70%
correct
revisit
concept
peer
discussion
explanation
clicker poll 2
repeat
from start
Frequently Asked Questions
“Can this method be used in my class,
where questions don’t necessarily have right answers?”
Let’s try it!
Bernard Gert (1934 – 2011)
Moral philospher
Professor at Dartmouth
Let’s try it!
Bernard Gert (1934 – 2011)
Moral philospher
Professor at Dartmouth
“Morality is an informal public system applying to all rational
persons, governing behavior that affects others, and includes
what are commonly known as the moral rules, ideals, and virtues and has the lessening of evil or harm as its goal.”
Let’s try it!
Bernard Gert’s moral system created by 10 rules:
1. Do not kill
2. Do not cause pain
3. Do not disable
4. Do not deprive of freedom
5. Do not deprive of pleasure
6. Do not deceive
7. Keep your promises
8. Do not cheat
9. Obey the law
10. Do your duty (as required by job, circumstances).

Let’s try it!
Heinz’s wife was near death, and her only hope was a drug
that had been discovered by a pharmacist who was selling it
for an exorbitant price. The drug cost $20,000 to make, and
the pharmacist was selling it for $200,000. Heinz could only
raise $50,000 and insurance wouldn’t make up the difference.
He offered what he had to the pharmacist, and when his offer
was rejected, Heinz said he would pay the rest later. Still the
pharmacist refused. In desperation, Heinz broke into the store
and stole the drug.
Let’s try it!
Heinz’s wife was near death, and her only hope was a drug
that had been discovered by a pharmacist who was selling it
for an exorbitant price. The drug cost $20,000 to make, and
the pharmacist was selling it for $200,000. Heinz could only
raise $50,000 and insurance wouldn’t make up the difference.
He offered what he had to the pharmacist, and when his offer
was rejected, Heinz said he would pay the rest later. Still the
pharmacist refused. In desperation, Heinz broke into the store
and stole the drug.
Should Heinz have broken into the store to steal the drug for
his wife?

Let’s try it!
Bernard Gert’s moral system created by 10 rules:
1. Do not kill
2. Do not cause pain
3. Do not disable
4. Do not deprive of freedom
5. Do not deprive of pleasure
6. Do not deceive
7. Keep your promises
8. Do not cheat
9. Obey the law
10. Do your duty (as required by job, circumstances).

Let’s try it!
Bernard Gert’s moral system created by 10 rules:
Should Heinz have broken into the
1. Do not kill
store to steal the drug for his wife?
2. Do not cause pain
3. Do not disable
1. Yes
4. Do not deprive of freedom
2. No
5. Do not deprive of pleasure
6. Do not deceive
7. Keep your promises
8. Do not cheat
9. Obey the law
10. Do your duty (as required by job, circumstances).

Let’s try it!
!
d
e
g
a
g
Bernard Gert’s moral system created by 10 rules:
n
e
l
l
a
ot
Should Heinz have broken into the
1. Do not kill
store to steal the drug for his wife?
2. Do not cause pain
3. Do not disable
1. Yes
4. Do not deprive of freedom
2. No
5. Do not deprive of pleasure
6. Do not deceive
7. Keep your promises
8. Do not cheat
9. Obey the law
10. Do your duty (as required by job, circumstances).

g
u
o
y
It works here…
…but will it work here?
Will it work at my institution?
FCI normalized gain
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normalized gain
0.4
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0.3
0.2
0.1
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T
HU
JAC
Will it work at my institution?
FCI normalized gain
0.5
g=
normalized gain
0.4
Sf – Si
1 – Si
0.3
0.2
0.1
0
T
PI
HU
JAC
Will it work at my institution?
FCI normalized gain
0.5
normalized gain
0.4
0.3
0.2
0.1
0
T
PI
HU
T
JAC
Will it work at my institution?
FCI normalized gain
0.5
normalized gain
0.4
0.3
0.2
0.1
0
T
PI
HU
T
PI
JAC
Will it work at my institution?
exam performance
final exam score (%)
100
80
60
40
20
0
T
PI
HU
JAC
Will it work at my institution?
exam performance
final exam score (%)
100
80
60
40
20
0
T
PI
HU
T
PI
JAC
Will it work at my institution?
student retention
dropped course (%)
25
20
15
10
5
0
T
HU
JAC
Will it work at my institution?
student retention
dropped course (%)
25
20
15
10
5
0
T
PI
HU
JAC
Will it work at my institution?
student retention
dropped course (%)
25
20
15
10
5
0
T
PI
HU
T
PI
JAC
Will it work at my institution?
similar learning gains in different environments
Frequently Asked Questions
“How do I move information transfer out of classroom?”
Frequently Asked Questions
“How can I be sure that my students will prepare for class?”
Getting students to read
Students do not come to class prepared, because...
1. they don’t have time.
2. they are not motivated to learn.
3. their instructors take away the incentive.
4. they do not have the requisite skills.
5. of some other reason.
6. They do come prepared in my class!
(select what you consider to be the main reason)

Getting students to read
Just-in-time-Teaching (JiTT)
www.jitt.org
Getting students to read
JiTT workflow
topic 1
reading assigment
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
2 conceptual
questions
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
2 conceptual
questions
1 feedback
question
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
review
feedback
2 conceptual
questions
1 feedback
question
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
review
feedback
address difficulties
in class
2 conceptual
questions
1 feedback
question
Getting students to read
JiTT workflow
topic 1
reading assigment
online
assignment
review
feedback
address difficulties
in class
repeat with
next topic
2 conceptual
questions
1 feedback
question
Frequently Asked Questions
“Do I need clickers?”
Clickers necessary?
Flashcards: simple and effective
AB
CD
Clickers necessary?
Flashcards: simple and effective
AB
CD
Meltzer and Mannivanan, South Eastern Louisiana University
Clickers necessary?
circumference
Clickers necessary?
circumference
of a circle of radius
R
is
2pR
Clickers necessary?
Imagine a rope that fits snugly along the
equator.
Clickers necessary?
Imagine a rope that fits snugly along the
equator.
Suppose the rope is cut and 1 m of rope is
inserted between the cut ends. If the rope
were to maintain a circular shape, how far
off the surface of the Earth would it float?
1. the width of a few atoms
2. the width of a few hairs
3. about 0.15 m
4. exactly 1 m
5. more than 1 m
Clickers necessary?
You all got fired up!
Clickers necessary?
You all got fired up!
(WITHOUT CLICKERS!)
Clickers necessary?
Imagine a rope that fits snugly along the
equator.
Suppose the rope is cut and 1 m of rope is
inserted between the cut ends. If the rope
were to maintain a circular shape, how far
off the surface of the Earth would it float?
1. the width of a few atoms
2. the width of a few hairs
3. about 0.15 m
4. exactly 1 m
5. more than 1 m
Clickers necessary?
Imagine a rope that fits snugly along the
equator.
Suppose the rope is cut and 1 m of rope is
inserted between the cut ends. If the rope
were to maintain a circular shape, how far
off the surface of the Earth would it float?
1. the width of a few atoms
2. the width of a few hairs
3. about 0.15 m 4
4. exactly 1 m
5. more than 1 m
Clickers necessary?
circumference at the equator:
2pRE
Clickers necessary?
circumference at the equator:
2pRE
new circumference:
2pRE + 1 m
Clickers necessary?
circumference at the equator:
2pRE
new circumference:
2pRE + 1 m
radius of circle with new circumference:
2pR = 2pRE + 1 m,
and so
R = RE + 1 m .
2p
Clickers necessary?
It’s not the technology, but the pedagogy!
Clickers necessary?
It’s not the technology, but the pedagogy!
(but clickers do offer advantages)
ConcepTests
“How do I get examples of good questions?”
ConcepTests
Books with ConcepTests:
• Physics (Prentice Hall)
ConcepTests
Books with ConcepTests:
• Physics (Prentice Hall)
• Chemistry (Prentice Hall)
ConcepTests
Books with ConcepTests:
• Physics (Prentice Hall)
• Chemistry (Prentice Hall)
• Astronomy (Prentice Hall)
ConcepTests
Books with ConcepTests:
• Physics (Prentice Hall)
• Chemistry (Prentice Hall)
• Astronomy (Prentice Hall)
• Calculus (Wiley)
ConcepTests
Videos:
• Interactive Teaching DVD
• From questions to concepts
ConcepTests
Google:
<your discipline> ConcepTest
<your discipline> “Concept Test”
<your discipline> “Peer Instruction”
[email protected]
o: +1.617.495.8729
m: +1.617.440.4691
Join now!
PeerInstruction.net
Frequently Asked Questions
“How do I deal with students who resist
this new approach to studying?”
Student resistance
performance
After changing, things might get worse before they get better!
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Student resistance
Student resistance
“I wanted to hand you this card as a token of my
deep appreciation of how you have helped me
throughout the semester.
Student resistance
“I wanted to hand you this card as a token of my
deep appreciation of how you have helped me
throughout the semester. You are truly awe inspiring and have changed how I look at “learning”.
Student resistance
“I wanted to hand you this card as a token of my
deep appreciation of how you have helped me
throughout the semester. You are truly awe inspiring and have changed how I look at “learning”. [....]
You really made a difference in my life.”
Student resistance
and don’t forget…
Student resistance
and don’t forget…
PI leads to better learning and retention!
Summary
Summary
PI easy to implement (and improves learning gains)
Summary
PI easy to implement (and improves learning gains)
technology facilitates active engagement (but not required)
1991
1 lecture
2 PI
3 PI 2.0
1993
1 lecture
2 PI
3 PI 2.0
1998
1 lecture
2 PI
3 PI 2.0
2008
1 lecture
2 PI
3 PI 2.0
y
g
o
l
o
n
h
c
te
1 lecture
2 PI
3 PI 2.0
How do I…
• design good questions?
• optimize the discussions?
• manage time?
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
Use intelligent algorithms and data analytics to…
• improve questioning
• manage discussions
• facilitate time management/flow
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
extensible plug-in architecture for question types
1 lecture
2 PI
3 PI 2.0
Sample question types:
• direction
• mathematical expression
• long answer, short answer, word cloud
• numerical, data collection
• ranking, priority
• region (select point on image)
• sketch, composite sketch
• highlight passage
1 lecture
2 PI
3 PI 2.0
Sample question types:
• direction
• mathematical expression
• long answer, short answer, word cloud
• numerical, data collection
• ranking, priority
• region (select point on image)
• sketch, composite sketch
• highlight passage
1 lecture
2 PI
3 PI 2.0
1 learningcatalytics.com/demo 2 enter info
3 ID 123456789
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
Sample question types:
• direction
• mathematical expression
• long answer, short answer, word cloud
• numerical, data collection
• ranking, priority
• region (select point on image)
• sketch, composite sketch
• highlight passage
1 lecture
2 PI
3 PI 2.0
If
1 lecture
2x − y = 4 , then x =
2 PI
3 PI 2.0
Sample question types:
• direction
• mathematical expression
• long answer, short answer, word cloud
• numerical, data collection
• ranking, priority
• region (select point on image)
• sketch, composite sketch
• highlight passage
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
s
c
i
t
y
al
Sample question types:
n
a
a
t
da
• direction
• mathematical expression
• long answer, short answer, word cloud
• numerical, data collection
• ranking, priority
• region (select point on image)
• sketch, composite sketch
• highlight passage
1 lecture
2 PI
3 PI 2.0
***PART ABOUT TIME/FLOW MANAGEMENT***
1 lecture
2 PI
3 PI 2.0
human interaction
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
let system manage pairing
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
percent changing answer
100
80
60
40
20
0
1 education
initially incorrect
initially correct
self
pairing
2 PI
3 PI 2.0
percent changing answer
100
80
60
40
20
0
1 education
initially incorrect
initially correct
self
pairing
algorithm 1
2 PI
3 PI 2.0
percent changing answer
100
80
60
40
20
0
1 education
initially incorrect
initially correct
self
pairing
algorithm 1
2 PI
algorithm 2
3 PI 2.0
1 lecture
2 PI
3 PI 2.0
Education is not just about:
• transferring information
• getting students to do what we do
1 lecture
2 PI
3 PI 2.0
Education is not just about:
• transferring information
• getting students to do what we do
discovery & exploration a must!
1 lecture
2 PI
3 PI 2.0
Learning Catalytics:
• implement proven, researched pedagogy
1 lecture
2 PI
3 PI 2.0
Learning Catalytics:
• implement proven, researched pedagogy
• use consumer devices
1 lecture
2 PI
3 PI 2.0
Learning Catalytics:
• implement proven, researched pedagogy
• use consumer devices
• avoid pitfalls of MC assessment
1 lecture
2 PI
3 PI 2.0
Learning Catalytics:
• implement proven, researched pedagogy
• use consumer devices
• avoid pitfalls of MC assessment
• create a smart classroom anywhere
1 lecture
2 PI
3 PI 2.0
not technology, but pedagogy matters
1 education
2 PI
3 PI 2.0
Funding:
National Science Foundation
for a copy of this presentation:
ericmazur.com
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