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Using the Think-Pair-Share Technique. Our lesson plans are written and reviewed by educators using current research and the best instructional practices and are aligned to state and national standards.

Using the Think-Pair-Share Technique

Choose from hundreds of topics and strategies. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Home › Professional Development › Strategy Guides Strategy Guide Research Basis Strategy in Practice Related Resources In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros. Research Spotlight on Peer Tutoring. Found In: teaching strategies Peer tutoring is a term that’s been used to describe a wide array of tutoring arrangements, but most of the research on its success refers to students working in pairs to help one another learn material or practice an academic task.

Research Spotlight on Peer Tutoring

Peer tutoring works best when students of different ability levels work together (Kunsch, Jitendra, & Sood, 2007). During a peer tutoring assignment it is common for the teacher to have students switch roles partway through so that the tutor becomes the one being tutored. Since explaining a concept to another helps extend one’s own learning, this practice gives students the opportunity to understand better the material being studied. What does the research say about peer tutoring? Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal and social development as well as increased motivation. There is an old saying: “To teach is to learn twice.” References. Does Peer Instruction Work in High Schools? Post by Ryan Campbell with an introduction by Julie Schell, June 2012 Many Peer Instruction Network members wonder if PI works in high schools and how.

Does Peer Instruction Work in High Schools?

For example, Andrew from Tomball, Texas wants to know – What does PI look like in high schools and member Janet from Falls Church, Virginia asks, how can PI be well-integrated in high school? We have a number of experienced PI users in PI-Network – such as Steve who teaches high school math and statistics in Phoenix and Larry who uses PI in high school economics in Dallas. So, the short answer is yes – PI does work in high schools – but the how part Andrew and Janet are inquiring about require a more expert level response. This week, we have Part 1 in a 2-Part series guest post from high school PI expert – Ryan Campbell, an active PI-Network member who uses PI in his history courses (you can contact Ryan using the PI-Network, just sign up or in and search for his name).

Post by Ryan Campbell. Peer Instruction in the Humanities. Peer instruction. Peer Instruction. Using Peer Instruction to Flip Your Classroom: Highlights from Eric Mazur’s Recent Visit. Home » News » Using Peer Instruction to Flip Your Classroom: Highlights from Eric Mazur’s Recent Visit Posted by Derek Bruff on Monday, April 15, 2013 in News. by CFT Director Derek Bruff.

Using Peer Instruction to Flip Your Classroom: Highlights from Eric Mazur’s Recent Visit

Quick Start Guide to Flipping your Classroom with Peer Instruction. Julie Schell using Peer Instruction with @UTAustin Ready to turn your students’ worlds right side up?

Quick Start Guide to Flipping your Classroom with Peer Instruction

Flip your classroom with Peer Instruction. Peer Instruction is the first innovative teaching method I tried the second time teaching my “big girl” course – a graduate level seminar on educational theory at Teachers College, Columbia University. I had been working as a postdoc with Eric Mazur for a semester, and I relished the challenge of seeing if PI would work in a small, social science course with masters and doctoral students. There were no databases of questions or ConcepTests available or user manuals for my area. Once I had decided to use PI, my next thought was – “OK, so how do I get started?” The basic purpose of education is to prepare students to use their learning outside of the classroom—that is to transfer knowledge learned in one context to new or unfamiliar situations.

In essence, to get started, you just need to adjust your approach to questioning. A. B. Kumon PeerInstruction CETL 2012 10 23 1.