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Teaching Resources - TILT - Colorado State University

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“The goal of teachers to be professional problem solvers committed to improving both their own practice and student outcomes provides a powerful reason to practice action research” (p.22)

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-How often should P.I. be used?

-Group size for P.I.?

-Can P.I. be used in each PE unit?

-How can effectiveness be measured/assessed?

-How does P.I. affect student retention? Performance on assessments?

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-Too much material to cover/not enough time

-Time and energy to create peer-led lessons/activities

-Student resistance to method

-Student participation/level of comfortability in peer-led activities

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http://advan.physiology.org/content/ajpadvan/30/4/168.full.pdf

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Peer Instruction in the PE Setting - Why?

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Peer Instruction in the PE Setting - Why?

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-Enhance retention

-Enhance learning experience

-Motivation

-Apply previously learned knowledge

-Learn to work with others (different genders, ethnicity, race, etc.)

-Fosters collaboration

-Empowers learners

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"Students must be capable of working together, gathering evidence, learning from it, and applying the information to novel situations" (Cortright et. al, 2005).

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"Peer instruction is a cooperative learning technique that promotes critical thinking, problem solving, and decision making skills" (Cortright et. al, 2005).

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"teaching and research are intertwined" (p. 27)

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"Teacher-researchers have strong commitments to their students that will always push them to act rather than wait for more data." (p. 16)