Peer Instruction

The essay was researched by Clark Gilbert, Steve Hunsaker, and Brian Schmidt in 2007 to discuss the role Peer Instruction has on BYU-Idaho's Learning Model.

Abstract

This article presents some of the work on peer instruction that is emerging as one of the many applications of the BYU-Idaho Learning Model. Much of what is captured in this article originated from inspired counsel. Some of the ideas come from research and practice occurring within the Student Peer Instruction organization at BYU-Idaho. Many of the ideas, however, are simply the efforts of individual faculty working with the context of their own classes, trying to find better ways to engage students in the learning process.

The full essay discusses theoretical motivation, empirical motivation, and spiritual motivation in depth. The researchers mention that students learn more when they teach, which inspires them to act. Action inspires the Holy Ghost to teach, so students are ultimately taught by both their peers and the Spirit. However, faculty are not absent in this process. When done right, instructors give the process structure, and that is exactly what makes peer instruction a success. Without a faculty role, students' quality of learning significantly decreases.

About this article

Responsible: Emily Hermann (Organizational Learning Strategist)

Accountable: Ben Fryar (OPR director)

Consulted: N/A

Informed: N/A

Sharing: Unrestricted

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