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    HE 022 335

    Whitman, Neal A.; Fife, Jonathan D., Ed. Peer Teaching: To Teach Is To Learn Twice. ASHE-ERIC Higher Education Report No. 4, 1988. Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, D.C.

    Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-913317-48-9 88

    ED-RI-88-062014 103p.

    ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Washington, DC 20036-1183 ($15.00). Guides - Classroom Use - Guides (For Teachers) (052) -- Information Analyses - ERIC Information Analysis Products (071) -- Reports - Research/Technical (143)

    MFO1 fiC05 Plus Postage.

    College Instruction; College Students; Cooperative Learning; Educational Innovation; *Educational Methods; Higher Education; Nontraditional Education; Peer Influence; *Peer Teaching; Student Development; *Teaching Methods

    IDENTIFIERS Peer Coaching

    ABSTRACT Efforts in higher education to use students as

    teachers (peer teaching), thus providing them with the benefits traditionally enjoyed by professors are described. Four sections focus on the following: (1) peer teaching and the psychological basis for its benefits (cognitive level, affective level, and peer learning); (2) types of peer teaching used in higher education (teaching assistants, tutors, counselors, partnerships, and work groups); (3) strategies for academic planners (public relations, recruitment and selection, training, peer eaching manuals, and systematic approaches); and (4) how the cla.sroom teacher can implement peer teaching (peer teaching experiences and approaches to peer teaching). The importance of further study to know whether different peer groups can be used consciously to enhance the learner's commitment to academic work is noted. A review of the literature on the subject reveals a need to better study the role of the professor in peer teaching. The fact that evaluation of peer teaching is fairly primitive raises the points that faculty should proceed cautiously in starting new programs, and there is a huge opportunity for evaluation studies. Recommendations from current literature include the following: learning may occur when students work cooperatively, both peer teachers and peer learners learn, and learning may increase with a blend of situations in which professors are present and are not present. Contains about 130 references. (SM)

  • Peer Teaching

    To Teach is To Learn Twice

    Neal A. Whitman

    U $ DEPARTMENT OF EDUCATION Office of Educational Research and improvement

    EDUCATIONAL RESOURCES INFORMATION CENTER IERICI

    riaKs....document has been reproduced as received from the person or organization originating it

    C Minor changes have been made to improve reproduCtiOn quality

    4 c4E-ERIC Higher Education Reports 1988

    %ID r-4 CD 111 C7. re\ CI 1.0

    Points of vie* or opinions stated in this doc u men, do not necessarily represent (Acre, OE RI position or policy

  • Peer Teaching: To Teach is To Learn Twice

    By Neal A. Whitman

    ASHE-ERIC Higher Education Report No. 4, 1988

    Prepared by

    ERIC1 Clearinghouse on Higher EducationThe George Washington University

    Published by

    1661{S Association for the Study of Higher Education

    Jonathan D. Fife, Series Editor

    3

  • Cite as Whitman, Neal A. Peer Teaching: To Teach is To Learn Twice. ASHE-ERIC Higher Education Report No. 4. Washington, D.C.: As- sociation for the Study of Higher Education, 1988.

    Library of Congress Catalog Card Number 88-83592 ISSN 0884-0040 ISBN 0-913317.48-9

    Managing Editor: Christopher Rigaux Manuscript Editor: Katharine Bird Corer design hy Afichitel David Brown, Rockville, Maryland

    The ERIC Clearinghouse on Higher Education invites individuals to submit proposals for Writing monographs for the Higher Education Re- port series. Proposals must include: I. A detailed maruscript proposal of not more than five pages. 2. A chapter-by-chapter outline. 3. A 75-word summary to he used by several review committees for

    the initial screening and rating of each proposal. 4. A vita. 5. A writing sample.

    Iicf Clearinghouse on Higher Education School of Education and Human Development The George Washington University One Dupont Circle, Suite 630 Washington, D.C. 20036-1183

    AS1-th Association for the Study of Higher Education Texas ALCM University Department of Educational Administration Harrington Education Center College Station, Texas 77843

    This publication was prepared partially with funding from the Office of Educational Research and Improvement, U.S. Department of Edu- cation, under contract no. ED RI-88-062014. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department.

  • EXECUTIVE SUMMARY

    The purpose of this report is to describe efforts in higher edu- cation to use students as teachers, thereby providing them with the benefits traditionally enjoyed by their professors. Certainly. peer teaching is not a new concept. From the ancient Greek use of student leaders a? archons to the nineteenth century English and American use of older students to drill younger students in classrooms, educators have fouod that the students who do the teaching benefit from their own learning gains (Wagner 1982).

    What Is Peer Teaching and What Is the Psychological Basis for its Benefits? The first published reports of students teaching students in situ- ations planned and directed by their professors began to appear in the 1960s (Goldschmid and Goldschmid 1976). An impetus for these peer teaching programs was dissatisfaction of faculty with large lecture courses in which students played a passive role. By using undergraduate students as teaching assistants and tutors, peer teachers and peer learners were able to play a more active role in the learning process.

    Peer teachers benefit because in reviewing and organizing the material to be taught, student teachers gain a better understand- ing of the subject. Studies demonstrate that the cognitive processing used to study material to teach is different from studying to take a test (Bargh and Schul 1980, Benware and Deci 1984), and the peer learners benefit because of the ability of peers to teach at the right level (Schwenk and Whitman 1984). In general, both parties seem to benefit from the cooper- ative relationship that peer teaching generates (Whipple 1987).

    What Types of Peer Teaching Are Used in Higher Education? There are five types of peer teaching used in higher education. In three types, the peer teacher is more advanced than the learner. These are "near-peers," and include undergraduate teaching assistants, tutors, and counselors. Undergraduate teaching assistants usually are students who recently were suc- cessful in the course, and they are useful because they provide a means to supplement large lecture courses with small discus- sion groups. Tutors also are previously successful students, but they teach on a one-to-one basis students who need extra help.

    Counselors are similar to tutors in that they teach on a one- to-one basis. But, unlike teaching assistants and tutors affiliated with a specific course, counselors usually have a more general

    Peer Teaching in

  • focus. They can provide help with course selection, study hab- its, and writing skills. The Writing Center at Brooklyn College is con :idered a model program in which students help students improve their writing skills (Bruffee 1978).

    In the other two types of peer teaching, partnerships and work group, students are "co-peers" in that they are at the same level. Partnerships refer to one-to-one relationships in which two students interact as teacher and learner, and work groups refer to student groups sharing a common task.

    What Strategies Should Academic Planners Consider? When considering the implementation of peer teaching pro- grams, academic planners should consider whether there will be resistance to change. Faculty may feel that students are replac- ing "real" teachers, so two-way communication is needed. Also, a public relations campaign may be important so that a positive image is presented to faculty and students. From the start, planners should consider meeting with faculty and student groups, putting the goals and objectives in writing, and offering orientation and training to student recruits. In addition, provid- ing evaluation results may be helpful in winning and maintain- ing the Apport of administrators (Starks 1984).

    Faculty involvement in the recruitment, .election, and train- ing of peer teachers is a key to program success (Walker, Von Bargen, and Wessner 1980). As an adjunct to training, provid- ing manuals to guide peer teachers can be a helpful resource (deSilva and Freund 1985). Basically, what is required for suc- cessful implementation is a systematic approach (Williams 1981).

    What Can the Classroom Teacher Do to Implement Peer Teaching? Aside from campus-wide efforts to plan and conduct peer teaching programs, individual college classroom teachers can use peer teaching to increase student involvement. One tech- nique, known as "creative dialogue," requires that the teacher write discussion questions on the blackboard and organize stu- dents into small discussion groups (Tighe 1971). Other tech- niques were described in Change magazine's Guide to Effective Teachers (M

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