Room
W-14-101
Peer Instruction
Peer InstructionTeach students, then students teach and discuss with each other to problem solve |
The Subject is:GRP223 Strategic Thinking in Design Phillip Hua – Lecturer, Graphic Design. Understanding the world that relates to visual communication and explore design thinking, decision-making, and innovation processes so that students can direct their design to meet the given criteria and business objective. This subject is about innovation, but it’s not a random process. Rather it’s a structured process that students will be hand immersed in. |
The students will learn:Develop the skills and understanding in resolving design briefs with an insight into the interconnectedness and implications of design decisions based on given business criteria. Apply creative thinking and use the appropriate tools to execute the structured ideas from going through the process of strategic process in design. |
This is what it looks like (active learning):
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Figure 1. Students discussed amongst their peers about their choice of answer and the class votes again to see the poll change for deeper learning and understanding as they teach each other. |
The effect of learning this way:A powerful way of learning through peers – asking students to reflect, negotiate and have discussions based on what they have learnt from their research, and using their logic to change the other person’s mind, is very powerful as they share their learning with others. They also share their research to see who has the most logical data. This provides a deeper understanding as other students may not have thought of the solution in different ways and may have missed sections in their learning. When students talk amongst themselves, they are also teaching each other and using their language which is very powerful to help solve problems and retain information. |
How can this be applied to other classes/student cohort?This activity can be completed in any class by first teaching the concept or information that is required to solve a problem, especially when new language and concepts are introduced. This strategy can be applied to lecture theatres and tiered spaces, as well as collaborative flat floor spaces (see diagram 2). |
Diagram 2 |
When students vote individually, they then discuss amongst their peers by teaching each other and using language that both can understanding before voting again. It’s exciting to see a change in the poll as they are discussing. An example of a technology used for this is “Poll Everywhere”. The steps on how to facilitate peer instruction are below. |