The Backwards Classroom: Using Peer Instruction to Flip the Classroom

The Backwards Classroom: Using Peer Instruction to Flip the Classroom

Cristi D. Ford, Ph.D.

Patricia Robak, Ph.D.

Workshop Description
The presenters of this session will illuminate how their use of peer instruction aids in flipping the classroom. Two distinctive settings will be described: blended learning courses and faculty training sessions. The presentation will offer practical lessons learned and practical applications for consideration. Participants will be required to do some background learning followed by a peer instruction activity that will demonstrate the learning process outlined. In addition, participants will design and demonstrate a peer instruction application.

Goals of the Presentation

1. Offer insight about the use of peer instruction in two distinctive settings: blended learning courses and faculty training sessions and demonstrate how to effectively flip the classroom.

2. Teach participants how to create a flipped classroom experience using peer instruction.

3. Share practical applications and quantitative data on the outcomes of student performance.

4. Share qualitative data from the faculty who participated in the peer instruction modified faculty certification course.

Learning Objectives:
At the end of the session, participants will understand the steps to incorporating peer instruction into their courses and how it can be used to flip the classroom, particularly in a blended course environment. Participants will learn first-hand how the methodologies of peer instruction are implemented and the benefits they provide to the flipped learning environment.

Context of the Issue
Research on different learning styles has demonstrated that students whose learning style do not match that of the instructor results in reduced levels of student performance and a less positive experience with the subject matter (Lage, Platt, & Treglia, 2000). By “inverting the classroom,” the methodology typically employed for conducting a course is switched, i.e. outside learning is done in the classroom and vice versa. Pairing this concept with peer instruction techniques creates a unique synergy. Peer instruction is a widely used lecturing technique that intersperses small concept tests or conceptual questions that are designed to reveal commonly misunderstood concepts while actively engaging students in the lecture (Mazur, 1997). Both methodologies advocate the use of required learning outside of the course in order to allow for richer experiential learning methods during class time. Data studying the efficacy of flipped or inverted classrooms suggests that the inverted classroom may provide better participation and motivation, opportunity for critical analysis and faculty/student relationships (Lage, Platt, & Treglia, 2000). The techniques used by Dr. Mazur have been shown to be effective in multiple disciplines (Fagen, et al, 2002). In this presentation we will explore the versatility of this combination technique to enhance learning with different ranges of learners.

References
Fagen,A., Crouch, C. & Mazur, E. (2002). Peer Instruction: Results for a Range of Classrooms. The Physics Teacher, v.40

Mazur, E. (1997).Peer Instruction: A User’s Manual. Upper Saddle River, NJ: Prentice Hall.

Lage, M., Platt, G., Treglia, M. (2000). Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment. Journal of Economic Education, http://dl.dropbox.com/u/249331/Inverted_Classroom_Paper.pdf