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RachelEdwards
JoshBrower
SeniorInternship
15December,2015

WhataretheBenefitsofPeertoPeerTeaching?(focusonBoneHealth)
Introduction
Iamatamajorriskforaseverebonedisease.Mostofthepopulationis,menandwoman.
Halfoffemalesandonequarterofwomenwillacquireitwithintheirlifetime.Theriskfactoris
sixtytoeightypercentgeneticsandmajorityofpeopletonotknowtheycarrytheriskoffacing
osteoporosis.Iwouldhavepassedthroughhighschoolwithoutrealizingthatbothmy
grandmothershavebrokenhipsduetothediseaseanditcouldeasilybepassedtome.The
scariestpartisthathighschoolandearlycollegeisvirtuallytheonlytimeIcanstrengthenmy
bonestoavoidosteoporosisbecausebonesreachtheirpeakmassinearlytwenties.Fromthat
pointtheyarenolongergrowing,buttheyaredeteriorating.Studentsneedtorealizethisand
takeinitiativetodevelopbonehealthyhabitsintheirteenyears.Otherwisethereisnowayto
avoidthediseasebeforeitisalreadytoolate.
IlearnedthisinformationwhenIattainedaninternshipwithanepidemiologist,Dr.Diane
Schneider,withafocusonbonehealthandosteoporosis.Shepushedmetolookintomygenetics
andbuildmybonestothehighestmasspossible.Shealsohasagoaltopushotherteenstodothe
samesothatosteoporosisstopsaffectinghalfofthefemalepopulation.Dr.Schneiderbelieves
thebestwaytoachievethisgoalistousepeertopeerteaching.Peertopeerteachinghasproved
tobebeneficialinthepastanditmaybethebestwaytomotivatestudentstopayattentionto

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theirbonehealth.CurrentlyIamusedtoteachstudentswithvariousschoolstotesttheideaof
peerteaching.Ipresent,sharemystory,andeducatemypeersonwhattheyneedtoknow.The
mottoIhaveusedis:Buildstrongbonestoday,tomorrowistoolate.Iamdriventoknowifpeer
topeerteachingisthemosteffectivetechniquetoshareinformationonbonehealth,soIask:is
peertopeerteachingtrulybeneficialforeducationalpurposes?
Background
Teachersoftenrequirestudentstoplayateacherroleandeducatetheclass,peertopeer.
Theyaskstudentstocompletepresentations,implementtheirownlessons,andrespondto
questionsintheirownwords.Whyhaveteachersdoteachersfindpeerteachingbeneficial?What
isthepurposebehindthesesituations?Thesetacticsallhavethesinglegoaltoensurestudents
learntopicsindepthbyallowingthemtoverballyexplaininformationorlistentopeersand
connecttothedetailstheyprovideinadifferentmanner.
AccordingtoDavidBoud,whencontemplatinganissue,normallystudentswillfirstask
apeeropposedtoateacher.Peersprovideveryhelpfuldataandaddspecificexperiences
pertainingtothepresentedquestion.Thismakesthelearningexperiencemoreenjoyableand
memorable(1).Welearnfromourpeersdaily.Itiseasierforhumanstoconnecttosomeoneina
similarsituation,whomostlikelyfacesthesameproblemsandwillacceptanyformofquestion
apeermayhave.Theabilitytolearnfrompeersisavaluableskillwemustlearnatayoungage
itwillbethemainwaytogaininformationinlifeandwork.Peertopeerlearningallowsstudents
toconnecttothepresentedinformationonadeeperlevelbecauseitisexplainedinafamiliar
vernacular.Also,fromlearningfromoneanotherweareabletostrengthenourjudgementand

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opinionsofvarioustopics.Inlifeweneedtobepreparedtodistinguishuseful,factualmaterial
opposedtoopinionated,biasedknowledge.
Therearemanydifferentformsthateducationalcommunicationbetweenpeersmaytake
place.TendifferentmodelsofpeerlearningweredeterminedbytheUniversityofUlster.These
techniquesincludetraditionalaspectslikeolderstudentseducatingyoungerstudents,andnewly
establishedaspectsforexamplestudentsofthesameyearcanformabondinandoutofthe
classroomtoprovideadvicetooneanotherincoursesubjectsandlifesituations(Griffiths).
NealWhitmanclaims,Effortsinhighereducationtousestudentsasteachers(peer
teaching),thusprovidingthemwiththebenefitstraditionallyenjoyedbyprofessorsaredescribed
(1).Thereisavalueinregurgitatinginformationoutloud,inyourownwords.Whenonespeaks
somethingtheyhavelearned,itiseasierengravedintolongtermmemory,engagingthestudent
directlyintotheireducationalgrowth.Studiesdemonstratethatthecognitiveprocessingusedto
studymaterialtoteachisdifferentfromstudyingtotakeatest(BarghandSchul1980,Benware
andDeci1984),andthepeerlearnersbenefitbecauseoftheabilityofpeerstoteachattheright
level(SchwenkandWhitman1984)(Whitman4).Overall,thecognitivebenefitsofteaching
are,inmostcases,superiorthantestingoninformation.Theabilitytoprocessinformation,
memorizeit,anddiscussitallowsthelearningprocesstobestrongerandmorebeneficialthan
onlymemorizinginformation.Peerteachingorlearningfromapeerallowsanemotiontobe
connectedtoasubject,whichinreturnwillpushthenewknowledgetolongtermmemory.
Therehavebeenrealworldstudiestestingpeerteachingindifferentsettingsand
programs.Inastudyconductedby
TriptiK.Srivastava
,peerteachingwasintroducedto
firstyearmedicalundergraduatesinordertolearnskillswithinthetopicofphysiology.The

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researchershypothesiswasthatteachingisalsoaformoflearningandthatthetwoare
connected.
Casesexperiencedpeerteachingwhereascontrolsunderwenttutorialsforfour
consecutiveclasses.QuantitativeEvaluationwasdonethroughpre/posttestscoreanalysisfor
Classaveragenormalizedgainandtestsofsignificance,differenceinaveragescoreinsurprise
classtestafteronemonthandpercentageofresponsesinclosedendeditemsoffeedback
questionnaire.QualitativeEvaluationwasdonethroughcategorizationofopenendeditemsand
codingofreflectivestatements(
Srivastava
).Theyfoundthattheclassaveragegaininthescores
ofthetestingwerehigherinthegroupsthatwereintroducedpeerteaching.Itwasconcludedthat
teachingbenefitstheteacherslearningabilityintermsofconsciouspractice,and
selfexplanation.Itisclearthatpeerteachingbenefitsbeyondthatoftraditionallearningstyles.
PeerteachinghasbeeninusesincetheancientGreeksandallthewaytomoderntimes.Thereis
anobviousbenefitderivedfrompeerteaching.
Methods
Mydatacollectiontookplacewithinaneleventhgradebiologyclassroom.Theschool
wasthehighschoolthatIalsoattend,HighTechHighNorthcounty.Thiswasnotmyinternship,
althoughIimplementedtopicsviainformationfrommyinternmentor.Isurveyedandquestioned
atotalof40studentsfromtheagesoffifteentoseventeen.Iattendedthisclassandtaught
variouslessonsonceaweekforaseriesoffourweeksondifferentaspectspertainingtobone
health.Eachlessonwassetupasfollows:introduction,lectureofinformation,andthen
reflectionquestionsforstudentstorespondthatwerethencollected.Theanswersprovidedfor
thereflectionquestionswillbetheformofdatadocumentedforthepurposeofthisresearch.

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Sincemyessentialquestionrevolvesaroundpeertopeerteachingeachlessonwastaught
bymeor,insomecases,studentswithintheclassroom.Thefirstlessonfocusedontheconcept
ofpeakbonemass,whichisthehighestdensityboneswillreachinalifetime.Itaughtthislesson
andcommunicatedthefactorstoachievehighpeakbonemass.Also,wediscussedtheageat
whichonewillreachpeakbonemass.Thereflectionquestionswereasfollows:Whatfactorsin
yourlifearebeneficialtoyourbones?Whichfactorsdoyoubelievetobedetrimental?What
habitscouldyouincorporateinyourlifestyleforstrongerbones?Howdoyouplantodoso?
Whydoyouthinkwomenhaveagenerallylowerbonemassthanmen?Thesequestionswereto
assesstopriorknowledgeofthestudents.
BetweenthesecondandthirdlessonIheldasurveyforthestudentsaboutpeertopeer
teaching.Someofthequestionswereopenendedandsomewerenumericalresponses.These
responsesarewherethemajorityofdatawillbedevelopedfrom.Thefollowinglessonwasabout
howcalciumisabsorbedandtherequirementsfromeachagegroup.
Observationsweretakenduringthelessonsbythepeerteacherandbytheaudience.The
finaldatawasdeterminedbyquestionnairesenttothestudentsthatcontainedqualitativeand
quantitativequestionswithvariousresponses.Theresponseswillbereferencedfurtherandcan
befoundwithintheappendix.
Thesurveywasatotalofeightquestionswithfivequestionsbased
onascaleandthreequestionsrequiringopenendedresponses.Thescaledquestionspresenteda
statementandaskedthestudentstogivethemanumberratingfromonetofive.Thenumberone
representstheresponseofstronglydisagreeandnumberfiverepresentstronglyagree.
Analysis

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Asseen,inmanyconductedstudiespeertopeerteachingprovedtobeabeneficial
teachingtechnique.Therearebenefitsforthoseverbalizinginformation(teaching)andforthe
studentsintheclassroomusinglisteningskills(audience).Inanotherstudy,peertopeerteaching
wasusedintheathletictrainingsetting.ThestudywascompletedbyJoleneM.Henning
atthe
NationalAthleticTrainers'Association2002AnnualMeetingandClinicalSymposia.
The
objectiveofthestudyisasfollows:
TodescribetheprevalenceofPAL(peerassistedlearning)
inathletictrainingclinicaleducationandtoidentifystudents'perceptionsofPAL.They
conductedtheirstudyon138entrylevelstudentswithintheconference.Thesestudentswere
givenaspecificsurveydevelopedtodeterminethelevelpeerassistedlearningprevailswithin
variousathleticeducationalprograms.
Theresultsofthesurveyshowedthatoverhalfofthestudentshadpracticedskillswith
otherstudentstogainknowledge.Asmallerpercentagesharedthattheylearnedamoderateto
largeamountofusefulskillsfromotherstudents.Hereisthedirectevidence,Approximately
19%oftheparticipantslearnedamoderatetolargeamountoftheirclinicalskillsfromother
ATSs(athletictrainingstudents).Acombined66%ofallparticipantsindicatedthatthey
practicedamoderatetolargeamountoftheirclinicalskillswithotherstudents.Alongwiththis,
31%ofthestudentsstatedthattheylookedtootherstudentsforadviceandguidancegreaterthan
halfthetimewhiletheywereplacedinaclinicalsetting.Thisresearchshowsthatpeertopeer
learningisnotonlyusedwithintheclassroom,butalsoinathletictrainingsituations.The
studentsdeterminedthatinpastexperiencestheyhavegainedskills,knowledge,andinformation
fromvariousinteractionswithpeersintheeducationalprograms.Thisstudyshowedthatthere
wasauseforpeertopeerteachingandthatisoftenappliedandtakenadvantageofwithin

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educationalsituations.Someofthestatisticsmaynothavebeenoverwhelminglyinfavorofpeer
topeerteaching,buttheystillshowthereisabenefitbehindthetechnique.Theresearchers
concluded,WerecommendthateducatorsconsiderintegratingPALopportunitiesintothe
structureofathletictrainingeducationprogramstopotentiallyenhancestudentmasteryof
psychomotorcompetenciesandclinicalproficiencies.Theyalsosharedthattheincoming
studentswerelessnervousreceivingcritiqueontheirskillsfromtheirpeersanditismore
efficienttopracticeclinicalskillswithpeers.Thenitwassuggestedthattimeshouldbesetaside
forstudentstouseskillswithpeerswithoutanevaluationtakingplace.
Peertopeerteachingisclearlyarecognizededucationalmethodthatisabeneficialtool
intutoringanddevelopingstrongerrelationsamongstudents,In2014,anotherpeerassisted
learningprogramwastestedwhenseniorstudentstutoredjuniorstudentsattheSydneyMedical
School.Thetutoringsessionslastedforasingleyearandfocusedonhowtouseanddevelop
clinicalskills.Atthecompletionoftheprogramthetutorsweretorespondtoamandatory
questionnaire.Mostofthetutorssharedthattheywerecomfortablehostingtutorials,butone
thirdofthetutorssaidthatfurthertraininginteachingwouldhavebenefitedtheirtutorials.
Tutorsalsosaidthattutoringhelpedthemretaininformationandbetterpreparedthemforfuture
exams.About95%hadagoodtimewhileteachingasitcreatedastrongersenseofcommunity
forthestudents.Lastly,85%ofthetutorsrespondedthattheywouldbepleasedtocompletethe
processofteachingagain.Thisstudylookedintothebenefitsstudentteachershaveopposedto
theaudienceside.Thementorsintheteacherroleenjoyedtheexperienceandgainedknowledge
andunderstandingfromverbalizingandshowingtheirpeersclinicalskills.Thetutoringallowed
forapurposefulreviewofcontentandskills.Thispeerassistedlearningprogramexperiencewill

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helptoexpandthemedicalprogramfurtherandensureahigherlevelofqualitylearning.There
isaclearuseforpeerlearningfortheteacherroleasithelpsrecallinformationanduseitina
situationofteaching.
Theobservationrecordedfromthefirstlessonbytheteacherwas:
Basedonthenotes
takenbythestudentsduringthislessonIwouldsaytheamountofinformationretainedwasvery
high.Theytooknoteofthemostimportantpointsandgenerallysharedthesameideaof
importance.Duringthelessonandreflectiontimeallthestudentswereattentiveandhadgreat
responses.Thesecondlessonobservationis:Duringthislessonthemajorityofthestudents
seemedverydistractedordisengaged.Ithinkisbecausethislessonwasrushedtremendously
duetotheneedtocompletealabalso.Anotherreasoncouldbeduetotheamountofreflection
andreviewquestions.Asthelessonscontinuedthestudentsbecamefurtherandfurther
disengaged.Basedonresponsesthislesseningmotivationwasbasedonalackofincentivesor
finalgoal.Thelessonsdidnotendinagradeorfinalproduction,sothestudentsviewedthe
momentasadistractionfrombiologyclasstime.Basedonthisitcanbeconcludedthatpeer
teachingneedsapurposewhetheritbeagradeorisrelevanttouseoffutureskillsand
knowledge.
Thefinallessonwasfollowedbythefinaldatacollection,asurveyfortheparticipating
audience.Inmyopinion,themostimportantstatementaskedtoberatedwas:Peertopeer
teachingisaneffectiveoflearningnewmaterial.Thestudentsaverageratingforthiswas3.77,
meaningthatthemajorityagreedwiththisstatementfollowingthelessons.Manyexpressedthat
theremustbepropercircumstancesforpeerteachingtobetrulyeffective.Onequotefroma
studentinresponsetotheprosandconsofpeerteachingwas:Thismethodofteachingcan

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havepositiveimpactsonthestudents,yetundertherightcircumstances.Wherethestudent
teacherhasacompleteunderstandingofthetopicandismotivatedtospreadknowledge.This
quoteclearlystateswhenpeerteachingismostbeneficial,withouttheseaspectsitisvirtually
useless.Itisdeterminedpeertopeerteachingisabeneficialwayoflearningwhentheproper
settingiscreatedfortheteacherandaudience.

ActionPlan
Asseen,peertopeerteachingneedstobeusedandincorporatedintotheclassroom,and
insomecasestheworksetting.Peertopeerteachingshowsthemostbenefitunderspecific
circumstances.Forexample,withinaclassroom,especiallyinlowereducation,incentivesor
requirementsshouldbeaccompaniedwiththepeertopeerteaching.Whetherthisbeagrade,a
finalproduct,aquiz,orotherpostpeerteachingactivities.Whenthereisnopurposetothe
teachingexcepttolisten,itwillmainlyonlybenefitthespeaker.Theseaspectswillposebenefits
onthespeakerandtheaudiencethatishopefullyretainingtheinformation.

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Appendix:

Average

3.77

Mode

Median

Average

2.54

Mode

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Median

11

Average

2.81

Mode

Median

Average

2.72

Mode

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Median

12

Average

3.22

Mode

Median

Whatarethestrengthsandweaknessofthisapproachtoyourlearning.
Studentspayattentionmorewhenapearteaches.
Pros:It'salittlemorefun
Cons:It'shardertotakeseriously
Astrengthtohavingapeerteachtheclassisthatstudentsfeelmorecomfortableaskingquestionstoafellowstudent.AlthoughIdon't
feelshyaskingquestionstoMatt,Iknowotherstudentsdon'tfeelcomfortableaskingotherteachersquestions,andsameforme,toother
teachers.Havingapeerteachmeansthattheyunderstandtheworkloadgivenaswell,andtheywillnotgiveanexcessiveamountof
homeworktostudentsbecausetheyunderstandhowmuchhomeworkyoucanhavewithallyourotherclassesincludedwhenyouget
home.
Aweaknesstohavingapeerteachtheclassisthattheclasswillhaveahardertimefocusingandgivingalltheirattentiontoapeer
teacher.Studentsthinktheycanstilltalkorgoofaroundifoneoftheirfellowclassmatesisteachingbecausetheyareonthesamelevel
ofauthority,whereasanadultteacherhasahigherauthority.
Ithinkstudentsmighthaveabetterunderstandingofthecontentafterbeingtaughtbyateacher,butIthinkitisharderforstudentsto
understandandpayattentionwhenotherstudentsareteaching.
Strength:connectingandcollaboratingwithotherstudents
Weakness:Occasionalstrugglesbetweenstudents

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Wefigurethingsouttogetherinanenthusiasticenvironment,wherestudentsarehappytobeengaged.Althoughstudentsaren'talways
expertsintheirsubject
Inmath,wehavethehonorsstudentsdoalessoneveryweekandIdon'tfinditeffective,mainlybecausestudentshaven'tmasteredthe
topicsoIt'shardforustounderstandwhattheyareteaching,sothatssomethingIfindaweakenss.ButastrengthisthatIlearnbetter
frompeertopeerratherthenstudenttoteacher
Thismethodofteachingcanhavepositiveimpactsonthestudents,yetundertherightcircumstances.Wherethestudentteacherhasa
completeunderstandingofthetopicanditmotivatedtospreadtheknowledge.
Themainstrengthofpeertopeerteachingisthattheteachingstudenttohastheopportunitytoengagetheclassinawaythattheteacher
maynotbeableto.Thismayresultinstudentsbeingmoreengagedinthelesson.

However,peertopeerteachingcanbackfireorhavenoeffectforseveralreasons.First,studentswillonlybemoreengagedifthe
studentisfromtheirclass.Ifthestudentissomeonefromadifferentclassand/orisinagradeabovethem,thestudentswillrespondin
thesamewaythattheyrespondtotheteacher.Atthesametime,havingastudentfromtheclassteachcanresultinthestudentsnot
payingattentionbecausetheydonottakethestudentseriously.
Theconnectionisstrongerwithpeertopeerbuttheremaybeaproblemwithfriendsnotgivingtheirfullattention
Itcangetstudentstobemoreengagedinclassandgetthemtoparticipatemore.Aweakness,isthatitcouldbeawkwardforsometo
teachtheirfellowclassmates.
Thisapproachisreallystronginalreadyhavingarespectintheinstructorthatisnotforced.Itcouldimproveinbeingmorecaptivating
inthesensethatthefocusthatateachergetsisnotthesameaspeerwouldbecauseofthestatusinanestablishedrelationship.
Someofthestrength'saretheycangiveexcellentinformationaboutwhattheyareteachingwhichgivesthestudentsaccurate
information.Theweaknesstothisisthatsomeofthestudentswon'treallypayattentiontothemsincetheyareastudentteachinga
lesson.Eventhoughsomewilldothat,thosewhopayattentionandrespectthestudentteachingtheywillbemuchbetterlistenerstothe
presenter.
Itishardtotakeseriously
Thestrengthsisitcanhelpsometimeshearingitfromanotherstudentbecauseyouknowtheyaremoreonthesamepageasyou.
STRENGTHS
Peerscanrelatetoeachother,whichmeansthatpeerteacherscanmakelessonsthataremorerelevanttostudents,andcanspeakand
explaininawaythat'sclearertopeers.
Peerteachersaremorecasual,sostudentsfeelmoreateaseandcomfortabletospeaketc.

WEAKNESSES
Peerteachersaremorecasual,sotheyhavelessauthorityoverstudentsandcan'tcontrolaclassifthingsgetoutofhand
Peertopeerlessonstendtobepoorlycoordinated,andusually,thelesson'smaterialissomethingthepeerteacherlearnedthemselves
inaprojectaweekbeforethat,sothelevelofknowledgeavailableisverylimited.

weaknessisthatIdon'tfeelinvolvedatall.
Strengths
Thestudentsformatsthelessoninawaythatit'seasierforfellowpeerstounderstandandabsorb.
Thepeerstudentsmightfindthepeerteachermoreinterestingtolistentoduetothefacttheytheyarethesameageasthem.
Weakness
Studentsmightshowalackofdisrespecttothepeerteacher.

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Sometimesstudentsdoneteachthelessonswellenough.IthinkwithmathitwassuperhardtohaveastudentteacherbutwhenRachel
wasteachingshedidagoodjobatteachingusbecauseitwasonapowerpoint.
Somestudentsjustdon'tcare/putanyeffortintopresenting.
Justnotbeingabletowriteallthenotes.

Howwouldyouchangeorimprovetheexperienceofthebonehealthlessons?
Watchadocumentary.Haveaskeletonintheclassthatwecanbreak,thatwouldbefun.
Iwouldimprovethembyhavingthepeerteachertalktousaboutthedeepermeaningbehindthebonehealthlesson.Becauseitseemed
quiterandomandirrelevanttoanythingwehaveeverlearned.
Iwouldhavedonethemmoreoften,Iforgotalotofthematerialbecausethelessonsweresofarapart.
Notrushingthelesson
Theydefinitelyneedtobelessrushed,andIwouldhavereallyappreciatedanothermethodthanlecturestyle.Byusingrushedlectures
andquicktestingoverandoveragain,itdefeatsthepurposeofstudenttostudentteaching.Youstillhavea'teacher'doingthelesson,
whereastruestudenttostudentlearningisingroups,etc.ThereforeIdidnotreallylikethebonehealthlessons,notatallbecauseofthe
contentorstudents,butbecauseoftheformat.
Nothing,Ireallylikedhowtheygaveusquestionsbeforeandaftertheyhadtaughtussotheysawtheimprovmentandhoweffectiveit
actuallywastous
Thecontentofthelessonsweregood,yetitwould'vebeengreatifwehadmoretimetoelaborateanddiscussthetopics.
Ienjoyedthebonehealthpresentationsbuttheyseemedunrelatedtotherestofwhatwewerelearning.Itwouldhavebeengreatifthe
topicwasmorerelatedtowhatwewerelearninginclasssothatitwouldhelpuswithourprojectwork.Anotherthingthatcouldhave
madethebonehealthpresentationsmoreinterestingwouldbemoreinteractives.Iwasveryengagedwhenwedidaninteractivebutwe
onlydidaninteractiveforonelesson.
Idon'tthinkIwouldchangemuchofthelessonidea.Iwouldsomehowcreateasystemwherestudentsengageandgivingrespecttothe
teacher.
Iwouldrecommendthatitgetsintegratedintothenormalteachinginamoreseamlessway.Itwaskindofabrupttogofromevolutionto
bonehealthwithin2minutes.Also,makethelessonslonger.
Forme,IwouldhavelikedmoretimeforthelessontobegivensothatIcouldgetthemostoutofit.
WhatIwouldchangefromthebonehealthlessonsisthetimeswhenwewouldhavethem.ThisisbecauseIdidnotrememberthatmuch
informationwhenwejumpeddaytoacoupledayslaterthenmaybeaweekor2whichdidn'thelpme.Ifthetimeswhenthelessonwas
givenwerechangedthenIwouldbeabletoretaininformation.
makethelessonsmoreinformational
Iwouldchangeitbecauseitjustwasn'tverygoodIdidn'tfeellikeIrememberedanythingshetaughtitwasn'tveryengagingandit
wasn'tinterestingandshedidn'tholdcontrolovertheclass.
Ithinkthestudentswouldgetmoreoutofthemifthereweremorelessons,inamoredeep,comprehensiveproject.Ifthestudentswere
investedinawellrun,graded,2weeklongprojectthatwaseveryoreveryotherday,forexample,Ithinkitwouldbemoreworthit.
Justhavinglectureseverymonthorsodoesn'timmersestudentsasmuch.
AddActivitieswithhandsonthings.

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Powerpointpresentationsareboring.
Iwouldhavelikedanobjectivetoachievebytheendofthelesson.Thishelpspayattentionmoreduringit.
ThelessonswereprettygoodandIunderstoodalotbutIfeellikeweshouldhavebeentestedonitorsomethingsoitwasn'tjusta
uselesslesson.Doingsomethinglikeasmallquizwouldhavemadeitsomorepeoplewouldhavepayedattention.
Havingthemclosertogether,andbeingmoreclearwithwhatweshouldtakenotesonforthefinalactivity.
Maybetrytoslowdownandmakelonger

Howdidnotreceivingagradeorincentiveeffectyourparticipationinthebonehealthlessons?
ItwasfunbutIdidn'treallytakeitseriously.
Notreceivingagradewhileparticipatinginthebonehealthlessonsdidnotaffectmyperformance.Istillputintimeintomyresponses
andmadethemthoughtfulandcomplete.
IthinkIdidwellinparticipationwhetherornotthelessonsweregraded.
Itgavemelessofawilltotry/payattention
Notreceivingagradedidnotaffectmyparticipationatall.Ifanything,itmademelessstressed,whichisagoodthing.Nogradesin
generalisusuallybetter,duetotheirinaccuracyofjudgingstudents.
Itmadeitlikeanactualassignment,studentsactuallyhadtotrytheirhardestandunderstandwhatwewerebeingtaught
Notreceivingagradedidn'tmotivatemetotrymybestonthenotesandactivities.
Notreceivingagrademademelessnervousaboutthelessons.Itriedmybesttounderstandtheconceptsthatwerebeingtaught.Iwanted
todowellbutIwasnotanxiousaboutdoingwellonatestorsomethinglikethat.Itdidnotseemtohavemuchmoreeffectthanthatfor
me.
Iwasstillfocusedonthelesson,thepointofthelessonwasformetolearnandIfeltlikeIhavelearnedalotsoIdon'tthinkitaffected
memuch.AlthoughIdidn'tfeelasseriousasregularlessons.
Ithinkthatlearningingeneralismoreeffectivewhenanincentiveisapplied.Ilistenedtothebonehealthlessonsandtooknotes,soIdid
whatInormallywould.Ifitwasalongerproject,Iwouldneedsomeformofanincentivetoputinmybestwork.
NotreceivingagrademademebeveryindifferentbecauseIknewIwouldnotbeeffectedifIpaidlittletonoattention,butifIdidthat
thenmypeerwouldnoticeandnotfeelrespected.
Thefactthattherewasn'tagradedidn'tbothermetheslightestbecauseIstillworkedlikeitwasgradedregardlessandsothatdidn't
makemeworklessIworkedatthesamepaceandhadgreatresultsevenwithoutandlettergradeforit.Ididn'tneedthelettergrade
becauseIstillworkedandtookthelessonsseriouslyanyway.
Mostpeoplewererelaxedaboutisbecausetherewasnogradegiven
itdidn'tididn'tknowifwewerebeinggradedornot.
Notreceivingagradeforalessonoratestonalessoningeneralmakesthelessonalotlessofapriority,obviously.IfIhavealotof
otherimportantthingstoworkon,andIknowthatthelessonwon'taffectme,andIdon'thaveapersonalinvestmentinit,thenIwon't
payattentionI'lldootherworkifIcan.AlthoughIunderstandtherudeaspectofthis,asaJuniorwithalotofwork,alessonthatdoesn't
affectmygradeandisn'tpartofmycurriculumsimplyisn'tworthsittingandlisteningtoforanhour.
Onthatnote,Idon'tthinkgradingthelessonsisagoodidea.Thisisbecausewhilepeerlessonscanbemeaningful,they'reoftennotthat
wellrun,andcouldbedifficultorunfairtogradeonparticipatingstudents.

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Idon'tthinkitmadeadifferencetome.
Itlackstheattentiontothelesson.Thestudentsnoticethatwhethertheypayattentionornot,itwillnotaffecttheirgrades.
IparticipatedalotintheselessonsbutthereweresomepeoplethatIfeellikedisrespectedthestudentteacher.
Itdidn't,really.
Notsuresincemygradesaren'tupdated...

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(1988):n.pag.Web.
<
http://files.eric.ed.gov/fulltext/ED305016.pdf
>.

Edwards

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