Podcasts about Peer instruction

Peer instruction is a way to move the easy-to-learn content to before lecture, so you can spend more time during lecture on developing understanding. In this teaching practice byte, we talk to Dr. Beth Simon from UC San Diego about peer instruction, what context she's used it in, how she does it, and nuanced details that aren't always discussed when reading about this active learning technique. See the transcript on the website (https://csedpodcast.org/blog/s4e6_tpb_peer_instruction/)

Send us a Text Message.Can questioning transform teaching more effectively than lecturing? Join us on The Brighter Side of Education as we welcome Dr. Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University, to discuss social learning and assessment.  Dr. Mazur is the innovator of Peer Instruction and Perusall. His motivational lectures on interactive teaching, educational technology, and assessment have inspired people around the world to change their approach to teaching. Our conversation focus on social learning strategies, as they align with the flipped classroom model, will be broken down into three parts: Peer Instruction, Just in Time Teaching and Perusall. We end with a discussion on rethinking assessment in the age of AI. We start with Peer Instruction, its workflow, and its alignment with the flipped- classroom model. Dr. Mazur recounts his eye-opening journey from traditional lectures to an approach that prioritizes student engagement through questioning. This episode highlights how shifting from information transfer to active learning can elevate comprehension and retention, proving that social learning dynamics are key to successful education.Then, we dive into the Just-In-Time Teaching methodology and its evolution into the Perusall platform. Dr. Mazur explains how these tools have transformed pre-class assignments into engaging, interactive experiences, leading to improved classroom performance. With the information transfer happening before class,  students' real-time confusion is addressed during in-person time. This segment delves into the principles and benefits of moving content interaction outside of class, setting the stage for more meaningful in-class learning. We end with concerns over the shortcomings of high-stakeSupport the Show.Please subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education:Research, Innovation and Resources, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at lisa@drlisarhassler.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using...

“As software engineers, only a fraction of your time is spent coding. A lot of your time is spent thinking. And I'm not seeing LLMs taking that away from us anytime soon, at least, for now." Can AI help you learn to code? Will AI take your developer job? Join me discussing these topics with Leo Porter and Daniel Zingaro, the co-authors of “Learning AI-Assisted Python Programming”. In this episode, we discuss the impact of AI assistants on how we learn and approach programming, particularly for students and educators. We examine the shifting skillset of developers, emphasizing the importance of code reading, specification, testing, and problem decomposition over syntax and library semantics. We also confront critical questions like the ethical implications of AI, the potential impact on developers' job, and whether it can help lead us to a more equitable society.   Listen out for: Career Journey - [00:01:11] AI Assistant - [00:07:55] How AI Assistant Affect Student - [00:11:04] Problem Decomposition Skill - [00:16:46] How LLM Works - [00:19:47] Prompt Engineering - [00:23:36] Automating Tedious Tasks - [00:29:29] AI Ethical Issues - [00:33:30] AI Replacing Developers - [00:40:08] A More Equitable Society - [00:47:34] 3 Tech Lead Wisdom - [00:55:58] _____ Leo Porter's BioLeo Porter is a Teaching Professor in the Computer Science and Engineering Department at UC San Diego. He is best known for his award-winning research on the impact of Peer Instruction in computing courses, the use of clicker data to predict student outcomes, and the development of the Basic Data Structures Concept Inventory. He co-wrote the first book on integrating LLMs into the instruction of programming with Daniel Zingaro, entitled “Learn AI-Assisted Python Programming: With GitHub Copilot and ChatGPT”. He also co-teaches popular Coursera and edX courses with over 500,000 enrolled learners. He is a Distinguished Member of the ACM. Daniel Zingaro's BioDr. Daniel Zingaro is an award-winning Associate Teaching Professor of Mathematical and Computational Sciences at the University of Toronto Mississauga. He is well known for his uniquely interactive approach to teaching and internationally recognized for his expertise in active learning. He is the co-author of “Learn AI-Assisted Python Programming” (Manning Publications, 2023), author of “Algorithmic Thinking” 2/e (No Starch Press, 2024), co-author of “Start Competitive Programming!” (self-published, 2024), and author of Learn to Code by Solving Problems (No Starch Press, 2021). Follow Leo & Daniel: Leo's LinkedIn – linkedin.com/in/leoporter/ Daniel's LinkedIn – linkedin.com/in/danielzingaro _____ Our Sponsors Manning Publications is a premier publisher of technical books on computer and software development topics for both experienced developers and new learners alike. Manning prides itself on being independently owned and operated, and for paving the way for innovative initiatives, such as early access book content and protection-free PDF formats that are now industry standard.Get a 45% discount for Tech Lead Journal listeners by using the code techlead45 for all products in all formats. Like this episode? Show notes & transcript: techleadjournal.dev/episodes/165. Follow @techleadjournal on LinkedIn, Twitter, and Instagram. Buy me a coffee or become a patron.

Lien vers le support d'accompagnement : https://view.genial.ly/625fb8636a18580018c448b8 Lien vers la newsletter : https://julienmorice708.lpages.co/lapedagonews/ Lien vers la PedagoSchool : https://formations.lapedagoschool.fr/ Lien vers la chaine du PedagoTube : https://www.youtube.com/channel/UC0nb71IWrCGFf36YWBFfOMQ Lien vers la chaine Moodle en 2 minutes : https://www.youtube.com/channel/UCP6BOoknxJAT4zVKXbENdRA Dans cet épisode à une voix j'aborde la question du Peer-Instruction. Je vous donne quelques idées pour utiliser la méthode et former vos pairs que ce soit en présentiel ou à distance. Excellente écoute à tous.

In this episode, Harvard Professor Eric Mazur shares his instructional process that promotes conceptual understanding through students learning from each other, Peer Instruction, as well as tips on... Want to learn about teaching and education in Australia?

Ollie Lovell · ERRR 061 Eric Mazur on Peer Instruction and Getting Students to Do the Reading Before Class The… The post ERRR #061. Eric Mazur on Peer Instruction and Getting Students to Do the Reading Before Class appeared first on Ollie Lovell.

My guest today is Eric Mazur, professor of physics and applied physics at Harvard University. He is also a creator and entrepreneur in the area of technological resources for classroom teaching. He is known for his research in ultrafast optics and condensed matter physics, and also for his extensive work in the teaching methodology known as Peer Instruction. Attending one of his lectures on teaching as a graduate student was one of the formative experiences of my professional life. He is a true pioneer in active learning in science and engineering education, and was practicing and espousing the benefits of “flipped classrooms” long before the word came into common usage. If you enjoyed this episode, please subscribe to the IDEAs in STEM Ed podcast and the IDEA Center at UC San Diego channel on YouTube for early access to the episodes.

No pospongas lo importante. Nuestra invitación hoy es a ser proactivos. Te compartimos 3 formas de aumentar el autocontrol según la ciencia, por Eva Maria Rodríguez. En el primer bloque, César Cordero sigue con el hilo de enfocar nuestra visión, analizar que queremos de este año. La invitación de su parte es hacer tu mejor esfuerzo. El reto está en que el año comienza diferente, y comienzas por ti. César nos propone hacer la siguiente declaración: Del “Yo solía a ser” a “Yo elijo ser”, porque se trata de desarrollar cualidades sin perder de vista tus calidades. Compartimos y nos unimos a el mensaje de esta interesante entrevista que publica el periódico El País por Nacho Menese. Lo que puedes captar en ella: “La educación es uno de los sectores que más innovación necesitan, porque básicamente seguimos enseñando de la misma manera en que lo hacíamos hace cientos de años”, afirma Eric Mazur, catedrático de Física y Física Aplicada en la Universidad de Harvard, y creador del método interactivo denominado Peer Instruction, o instrucción entre pares. En otro bloque, Janis Santaella se une a que te lances a lo que quieres ¡y nos recomienda por pasos! Primero, saber lo que no quieres. Segundo, Tomar conciencia y decisión del cambio. Tercero, el trabajo grueso: quién eres y qué quieres. Cuarto, conectar con tus miedos. Quinto, Hacerlo práctico. Practicar la autoconfianza, el desarrollo de las capacidades que se conecta con la habilidades y tus sueños.

Olá! No vídeo de hoje, continuamos a série sobre Metodologias Ativas em Educação! O tema é Peer Instruction (Instrução ou Aprendizagem por Pares), essa metodologia surgiu nos anos 90 em Harvard com professor Eric Mazur. Assim, é uma metodologia que busca modificar as dinâmicas nas sala de aula retirando o foco da aula expositiva para outro modelo de educação mais participativa entre pares. Ficou curioso/a? Assiste o vídeo! Referências do Vídeo: - Curso online Personalização do Ensino a partir de Metodologia Ativas https://moodle.ifrs.edu.br/course/index.php?categoryid=80 - Vídeo Eric Mazur falando sobre a criação do Peer Instruction https://youtu.be/iCDXyIrYNS8 - “Metodologias Ativas para uma Educação Inovadora” de Lilian Bacich e José Moran (Orgs.) https://www.grupoa.com.br/metodologias-ativas-para-uma-educacao-inovadora-p989777?tsid=16&gclid=EAIaIQobChMInIj86-Pd4wIVQQqRCh26OALxEAkYBiABEgKYHPD_BwE - Infográfico explicando o Peer Instruction http://aulaincrivel.com/peerinstruction/ - Vídeo combinando a Peer Instruction + Just in Time Teaching https://www.youtube.com/watch?v=lOIFfmA2Noo

This month's episode focuses on Peer Instruction, a classroom practice we recently covered in a Pedagogy Quick Read. There is compelling evidence that Peer Instruction can have a significant impact on learning outcomes for students if delivered well. Emma Posey and I talk about the practice, the evidence and how peer instruction might be relevant during periods of remote teaching. Our full show notes can be found at http://ncce.io/tc09 --- Send in a voice message: https://anchor.fm/teachcomputing/message

Insbesondere in den naturwissenschaftlich-technischen Fächern ("MINT") ist die Abbruchquote an Hochschulen bedrückend hoch. Ein gängiger Versuch diese Situation zu verbessern sind Vorkurse, die zunehmend für Erstsemester angeboten werden um ihren Kenntnisstand auf das nötige Niveau zu bringen. Einen anderen Ansatz verfolgte dagegen das "HD-MINT"-Projekt, in dem unser heutiger Gast Thomas Köhler mitgewirkt hat. Hier wurde untersucht, inwiefern moderne didaktische Methoden - etwa das Just-in-Time-Teaching oder die Peer Instruction - zu einem besseren Lernerfolg und höherer Zufriedenheit unter den Studierenden führen kann. Wir haben über die verschiedenen Lehrtechniken mit ihren jeweiligen Vor- und Nachteile gesprochen und erörtert, ob diese Modelle auch außerhalb der Pilotstudie wirken können.

Peer instruction is a powerful teaching strategy that engages and promotes deeper learning. Our guests provide practical tips for working with students as co-teachers. @larryferlazzo @DrYemiS @DrJDavisBowman @bobsonwong @MsSackstein @Bamradionetwork Dr. Jennifer Davis Bowman is an adjunct professor at the University of Cincinnati and Cincinnati State College. She writes on research-based classroom strategies. Adeyemi Stembridge, PhD, is an educational consultant specializing in equity-focused school-improvement. He is a coach and thought-partner to teachers and administrators. Bobson Wong has taught math at New York City public high schools and is a three-time recipient of the Math for America Master Teacher Fellowship. Starr Sackstein (NBCT) is a certified Master Journalism Educator through the Journalism Education Association (JEA) and serves at the New York State Director to JEA. She is the author of several books and a blogger.

Imagine a scenario where students retain knowledge effectively and are active and engaged participants who are self-aware of what they know (and don’t know). Did you picture a lecture class, students taking a test, or students writing? In this episode, John discusses three ways in which he has been using peer-instruction in his classes: classroom polling, calibrated peer review writing assignments, and two-stage exams. A transcript of this episode and show notes may be found at http://teaforteaching.com.

We talk strategies for teaching computer science (CS), with Dr. Cynthia Taylor, a computer science professor at The University of Illinois at Chicago (UIC). Cynthia does research on effective CS education pedagogy, which includes active learning in the classroom. She talks about her research, how to handle not knowing all of CS when you're teaching CS, the imbalance of experience in students' experience with CS, and her own educational background. Mentioned in this episode: • Cynthia Taylor at the University of Illinois at Chicago (UIC): https://www.cs.uic.edu/~cynthiat/ • Paper on peer instruction for CS: https://www.cs.uic.edu/~cynthiat/pubs/cbtaylor_iticse13.pdf • Flipped classroom resources: https://www.edutopia.org/blogs/tag/flipped-classroom • Force Concept Inventory: https://www.physport.org/assessments/assessment.cfm?A=FCI • AP Computer Science test: https://apstudent.collegeboard.org/apcourse/ap-computer-science-a • "Stuck in the Shallow End" - book by Jane Margolis: http://www.goodreads.com/book/show/3082774-stuck-in-the-shallow-end • Peer Instruction for CS resource website: http://peerinstruction4cs.com/ • Special Interest Group on Computer Science Education: http://sigcse.org/sigcse/ • Association for Computer Machinery Digital Library: http://dl.acm.org/ Our closing music is from "Late for School" by Bleeptor, used under a Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0. Subscribe and find more podcast information at: http://www.k12engineering.net. The K12 Engineering Education Podcast is a production of Pios Labs: http://www.pioslabs.com. Check out the book and ebook “Engineer's Guide to Improv and Art Games” by Pius Wong, on Amazon, Kindle, Apple iBooks, Barnes & Noble Nook, and other retailers: http://www.pioslabs.com/improv4design.html

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

Computer scientist and educator Beth Simon of UC San Diego argues against old-school teaching styles and instead offers fresh ways to keep tech-phobic students engaged in class. Siimon is presented as part of The Constellation, a series of interviews hosted by Sally Ride Science @ UC San Diego. Series: "Women in Science" [Public Affairs] [Science] [Education] [Show ID: 30700]

En zetatesters hemos creado un sesgo cognitivo propio: cuando falta Ludo, hacemos un episodio sobre Errores de lógica :-). Y ya van cuatro, ¡oiga! En esta ocasión tratamos los siguientes sesgos cognitivos: El efecto Dunning-Kruger. La tendencia incentivo-superrespuesta. El error fundamental de atribución. La maldición del conocimiento. Errores de lógica (IV) [Web] Quora - Red social basada en preguntas. [Audio] The Interview Master: Cal Fussman and the Power of Listening - The Tim Ferriss Show Podcast (¡chupito!) [Libro] The Outsiders: Eight Unconventional CEOs and Their Radically Rational Blueprint for Success de William N. Thorndike [Web] ClassDojo - Aulas más felices. [Libro] El Arte de pensar: 52 errores de lógica que es mejor dejar que cometan otros - Rolf Dobelli [Libro] Cambia el chip: Cómo afrontar cambios que parecen imposibles - Chip Heath y Dan Heath. [Episodio] ZT 06 Proyectos personales y "Cambia el chip" de los hermanos Heath. [Libro] Ideas que pegan: Por qué algunas ideas sobreviven y otras mueren - Chip Heath y Dan Heath. [Vídeo] Peer Instruction for Active Learning - Eric Mazur https://youtu.be/Z9orbxoRofI [Artículo] Cómo lograr que recuerden tus ideas (IV): Sé concreto - Presentástico Os recordamos que tenemos tres episodios más sobre errores de lógica... ZT 11 Errores de lógica y “El arte de pensar” de Rolf Dobelli: Sesgo de confirmación. Efecto ancla y Error de la escasez. Efecto encuadre y Prueba social. ZT 14 Errores de lógica (II) y “Decídete” de Chip Heath y Dan Heath Pereza social El efecto de la mera exposición Aversión a la pérdida Falsa causalidad El efecto de dotación ZT 22 Errores de lógica (III) y “The War of Art” de Steven Pressfield Reciprocidad La falacia del coste irrecuperable (sunk cost fallacy) El efecto halo. El efecto de progreso otorgado (endowed progress effect) Somos zetatesters Esperamos vuestros comentarios, sugerencias y críticas por las vías habituales. Recordad que podéis enviarnos también notas de voz si lo preferís. Gracias por participar, aportar recursos y opinar sobre zetatesters.

Peter Newbury joins me to talk about peer instruction and using clickers in the higher ed classroom. Early experiences with clickers The Carl Wieman Science Education Initiative Achieving the most effective, evidence-based science education (effective science education, backed by evidence) The Carl Wieman Science Education Initiative (CWSEI) is a multi-year project at The University of […]

Our guest today is pioneering a hybrid model which combines the flipped classroom with an approach called peer instruction. His results so far are pretty amazing. Learn more... @jonbergmann @bamradionetwork Troy Faulkner is a high school mathematics teacher with 20 years of experience, including 13 years in Byron, Minnesota; he is also a Data Coach, an adjunct professor at Augsburg College and a SMART Exemplary Educator. Troy is in his fourth year of flipping his classroom and has presented at numerous state, national, and international conferences on flipped learning.

Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk, Dr. Mazur will discuss how he uses classroom data to make decisions about how he teaches and to change how his students learn. About Dr. Mazur Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. In addition to his work in optical physics, Dr. Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all -- not just science majors -- is vital for continued scientific progress. To this end, Dr. Mazur devotes part of his research group's effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction, a method for teaching large lecture classes interactively. Dr. Mazur's teaching method has developed a large following, both nationally and internationally, and has been adopted across many disciplines, all over the world. Professor Mazur is also a founder of Learning Catalytics, a cloud-based technology that enables instructors to engage students with authentic formative assessments in real time, and rich data analytics to drive student interactions. About Making Decisions with Data The Making Decisions with Data website is a collaboration of the Texas Higher Education Coordinating Board (THECB) and The University of Texas at Austin designed to help educators use data to make decisions that improve teaching and learning. The website is designed for a range of educators, including teachers and administrators at the K-12 and post-secondary levels.

Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk, Dr. Mazur will discuss how he uses classroom data to make decisions about how he teaches and to change how his students learn. About Dr. Mazur Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. In addition to his work in optical physics, Dr. Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all -- not just science majors -- is vital for continued scientific progress. To this end, Dr. Mazur devotes part of his research group's effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction, a method for teaching large lecture classes interactively. Dr. Mazur's teaching method has developed a large following, both nationally and internationally, and has been adopted across many disciplines, all over the world. Professor Mazur is also a founder of Learning Catalytics, a cloud-based technology that enables instructors to engage students with authentic formative assessments in real time, and rich data analytics to drive student interactions. About Making Decisions with Data The Making Decisions with Data website is a collaboration of the Texas Higher Education Coordinating Board (THECB) and The University of Texas at Austin designed to help educators use data to make decisions that improve teaching and learning. The website is designed for a range of educators, including teachers and administrators at the K-12 and post-secondary levels.

Workshop avec le prof. Eric MAZUR, Harvard University (UNIL - HESSO - SFDN) Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in your classroom. In this workshop you will learn how to use Learning Catalytics -- a web-based technology -- to bring peer instruction to your students.

Over the past sixty years, new intellectual technologies have evolved from speculative conceptual sketches into concrete tools embodied in today's computers and the Web. However, the task of putting them to best use in education is still a work in progress. Join Dr. Ruben Puentedura as he discusses hands-on approaches that transform research into teaching practice - and shows you how to have some fun in the process.

As We May Teach: Educational Technology, From Theory Into Practice