PEER INSTRUCTION

The teacher poses a question that challenges students to link or apply real-world examples of
previously learned concepts (ConcepTests) by deciding the solution and articulating their
rationale 10 another student in an attempt to persuade them of their accuracy. Students are
given a few minutes to think about the answer on their own before raising their hands or using
clickers to indicate their response. Students then collaborate in pairs or small groups to
persuade the other students of their point of view. After a few minutes, students are asked to
respond to the question once more.

Concept Mapping Graphical Organizers/Mind Mapping

Students can use graphic organizers to turn difficult knowledge into understandable visual
displays. Students may use graphic organizers to improve their abilities to make inferences,
synthesize. and integrate information and ideas. Students are given a primary theme to learn
about (s). The core graphic depicts this thought, with related themes/concepts spreading out as
"branches." Mind mapping theonzes that each of these map components might work as a hook,
linking new information with previous knowledge, making it simpler to learn and retain

Jigsaw Group Projects

Each group member is expected to finish a certain portion of a task or to become an expert on
one area of a subject. After each group member has accomplished his or her allotted duty, they
reassemble and teach the content to the remaining members of their group. They then put this
information to use in order to achieve a shared objective. For instance in a chemistry class each
student group may investigate a different type of energy generation (nuclear fossil fuel,
hydroelectric, etc). The groups are then restructured such that each has a specialist in one type
of electricity generating. They then address the issue of how much prominence each strategy
should get.