1. Eric Mazur Peer Instruction
2. Peer Instruction A User S Manual Eric Mazur

In classes that utilize a Team-Based Learning approach, students grapple with challenging problems that they can only solve by working together to learn and apply key class concepts. To achieve this, teams must be intentionally designed, and class norms and expectations for a safe and welcoming learning environment must be strongly reinforced. Jul 14, 2008  Buy Peer Instruction: A User's Manual 01 by Eric Mazur (ISBN: 701) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders. Peer Instruction A User's Manual 1st Edition by Eric Mazur and Publisher Pearson. Save up to 80% by choosing the eTextbook option for ISBN: 451,. The print version of this textbook is ISBN: 415,. Eric Mazur, professor at Harvard University and a pioneer of the practice, suggests that students often seem more comfortable seeking guidance from their peers, as compared to pursuing clarification from the instructor, and therefore engage in the course at a higher level when there is the opportunity for peer instruction (Simon & Cutts, 2012).

Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur in the early 1990s.^[1] Originally used in many schools, including introductory undergraduate physics classes at Harvard University, peer instruction is used in various disciplines and institutions around the globe. It is a student-centered approach that involves flipping the traditional classroom by moving information transfer out and moving information assimilation, or application of learning, into the classroom. There is some research that supports the effectiveness of peer instruction over more traditional teaching methods, such as pure lecture.^[2]

Peer instruction as a learning system involves students preparing to learn outside of class by doing pre-class readings and answering questions about those readings using another method, called Just in Time Teaching.^[3] Then, in class, the instructor engages students by posing prepared conceptual questions or ConcepTests that are based on student difficulties. The questioning procedure outlined by Eric Mazur is as follows:

You can also easily get the book everywhere, because it is in your gadget. Or when being in the office, this Peer Instruction A User Manual is also recommended to read in your computer device. Hyundai santa fe manual download. DOWNLOAD: PEER INSTRUCTION A USER MANUAL PDF Content List Related Peer Instruction A User Manual are. Eric Mazur in this Peer Instruction guide shows teachers how to challenge students to think about the physics instead of juggling equations. This is a very important step. If peer instruction methods are widely adopted, there could be a significant improvement in a large and important course.

1. Instructor poses question based on students' responses to their pre-class reading
2. Students reflect on the question
3. Students commit to an individual answer
4. Instructor reviews student responses
5. Students discuss their thinking and answers with their peers
6. Students then commit again to an individual answer
7. The instructor again reviews responses and decides whether more explanation is needed before moving on to the next concept.^[1][4]

Peer instruction is now used in a range of institutional types^[5][6] around the globe^[7][8] and in many other disciplines, including philosophy,^[9] psychology,^[10] geology,^[11] biology,^[12] math,^[13] computer science^[14] and engineering.^[8]

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References[edit]

1. ^ ^abEric Mazur (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJArchived 2011-10-09 at the Wayback Machine
2. ^C. Crouch & E. Mazur (2001). Peer Instruction: Ten Years of Experience and Results, Am. J. Phys., v69, 970-977
3. ^G. Novak et al., (1999). Just-in-Time teaching: Blending Active Learning with Web Technology. Prentice Hall, Upper Saddle River, NJ
4. ^C. Turpen and N. Finkelstein (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences, Physical Review Special Topics, Physics Education Research,v6, n2
5. ^A. P. Fagen, C. H. Crouch & E. Mazur (2002). Peer Instruction: Results from a Range of Classrooms Phys. Teach., v40, 206-209Archived 2012-04-01 at the Wayback Machine
6. ^N. Lasry, E. Mazur & J. Watkins (2008). Peer Instruction: From Harvard to Community Colleges, Am. J. Phys., v76, 1066-1069Archived 2012-04-01 at the Wayback Machine
7. ^D. Suppapittayaporn et al. (2008). The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand. Research in Science & Technology Education
8. ^ ^abD. J. Nicol and J. T. Boyle (2003). Peer Instruction versus Class-wide Discussion in the large classes: a comparison of two interaction methods in the wired classroom, Studies in Higher Education, v28, n4, 458-73
9. ^S. Butchart, T. Handfield & G. Restall (2009). Using Peer Instruction to Teach Philosophy, Logic and Critical Thinking. Teaching Philosophy, v32, n1, 1–40
10. ^S.L. Chew. (2004). Using concepTests for formative assessment, Psychology Teacher Network, v14, n1, 10-12
11. ^D. McConnell, D. Steer, & K. Owens (2003). Assessment and active learning strategies for introductory geology courses, Journal of Geoscience Education, v51, n2, 205-216Archived 2012-09-11 at the Wayback Machine,
12. ^M. Smith, W.B. wood, W.K Adams, et al. (2009).Why Peer Discussion Improves Student Performance on In-Class Concept Questions, Science, v232, n5190, 122-124
13. ^S. Pilzer (2001). Peer Instruction in Physics and Mathematics. Primus, v11, n1, 185-92
14. ^Beth Simon, et al. 'Experience report: peer instruction in introductory computing.' ACM (2010).

See also[edit]

External links[edit]

• Peer Instruction Network, co-founded by Eric Mazur and Julie Schell, a global social network for educators interested in peer instruction
• Turn to Your Neighbor, the official blog of peer instruction, containing numerous articles on implementation, resources, and use
• The PER User's Guide, an implementation guide and numerous resources on peer instruction

Eric Mazur (born November 14, 1954) is a physicist and educator at Harvard University, and an entrepreneur in technology start-ups for the educational and technology markets. Mazur's research is in experimental ultrafast optics and condensed matter physics. Born in Amsterdam, Netherlands, he received his undergraduate and graduate degrees from Leiden University.

Eric Mazur Peer Instruction

Education[edit]

Mazur studied physics and astronomy at Leiden University. He passed his 'doctoraal examen' (equivalent to a master's degree) in 1977 and continued his graduate studies at the same institution. In 1981 he obtained his Ph.D on a thesis entitled 'The structure of non-equilibrium angular momentum polarizations in polyatomic gases'.^[1] Although he intended to go on to a career in industry with Philips N.V. in Eindhoven, he left Europe at the urging of his father, Peter Mazur, to pursue a postdoctoral study with recent Nobel laureate Nicolaas Bloembergen at Harvard University.

Career[edit]

After two years as a postdoc, Mazur was offered a position of assistant professor at Harvard University. In 1987 he was promoted to associate professor and obtained tenure three years later in 1990. Mazur currently holds a chair as Balkanski Professor of Physics and Applied Physics jointly in the Harvard School of Engineering and Applied Sciences and in the Physics Department. He is also the Dean of Applied Physics.

Peer Instruction A User S Manual Eric Mazur

Research[edit]

Mazur's early work at Harvard focused on the use of short-pulse lasers to carry out spectroscopy of highly vibrationally excited molecules. Mazur and his group have made many pioneering contributions to the field of ultrashort laser pulses and their interactions with matter ('femtosecond material science'). In 1989 his group was one of the first in academia to build a colliding-pulse mode-locked laser, which generated pulses of only 70 femtosecond duration. After early measurements by Mazur's group demonstrated conclusively that solids can undergo a structural phase transition without appreciable heating of the lattice, Mazur's group developed a technique to measure the full dielectric function of highly excited semiconductors. Since then the group's use of this technique and various nonlinear optical probes to study laser-induced structural phase transitions.

In parallel to the work on semiconductors, Mazur began studying the interaction of intense femtosecond pulses with transparent materials. By tightly focusing a laser pulse in the bulk of a transparent material nonlinear opticalabsorption occurs inside the material, leading to extreme high temperatures and material changes at the focus. This femtosecond laser micromachining technique is now widely used for data storage, fabrication of integrated optical components, and microsurgery.

In 1998 a serendipitous discovery in Mazur's laboratory led to the development of a new method to form a silicon surface modification, called 'black silicon' because of its very low reflectivity. After irradiation by a train of femtosecond laser pulses in the presence of a halogen containing gas, the surface of silicon develops a self-organized microscopic structure of micrometer-sized cones. The resulting material has many remarkable properties, such as an enhanced absorption that extends to the infrared below the band gap of silicon. The material has found commercial applications in a number of photodetectors.

Mazur's research continues to focus on ultrashort laser pulse interactions and novel nonlinear optical devices. In collaboration with a group from Zhejiang University in Hangzhou, China, Mazur's group was the first to develop a technique for pulling subwavelength diameter silicaoptical fibers. These wires guide light in the form of an evanescent wave, permit very sharp bending of the light.

Peer instruction[edit]

In 1991, Mazur began designing an instructional strategy for teaching called peer instruction. In 1997, he published a book called Peer Instruction: A User's Manual which provides details on this strategy.

Peer Instruction (PI) has been found to be more beneficial than class-wide discussion or lecture. In fact, according to an article in the March/April 2009 edition of Complexity, over 90% of instructors who have tried PI plan to continue to use it and incorporate it more into teaching.^[2] The seating arrangement plays an important role in the outcome of this method. For example, when low-performing students are seated in the front, their chance to do better increases. Meanwhile, the results of high-performing students who are seated in the back are not affected. In addition, when high-performing students are seated in the outer four corners of the classroom, the performance of the class as a whole increases.

Entrepreneurship[edit]

Mazur has founded or co-founded at least two technology start-ups: SiOnyx, which makes infrared sensors,^[3] and Learning Catalytics, which in April 2013 he sold to the Pearson educational corporation.^[4]

Awards[edit]

Mazur has been widely recognized for his scientific work and leadership.

• 1988 – Awarded the Presidential Young Investigator Award by President Ronald Reagan.
• 1989 – Elected Fellow of the American Physical Society.
• 1999 – Award for excellence in educational research by the Council of Scientific Society Presidents
• 2006 – selected as one of 75 most outstanding American physicists by the American Association of Physics Teachers
• 2008 – Awarded the Esther Hoffman Beller Medal by the Optical Society of America.
• 2008 - Correspondent of the Royal Netherlands Academy of Arts and Sciences^[5]

Bibliography[edit]

• Mazur, E. (1997). Peer Instruction: A User's Manual, Prentice Hall. ISBN0-13-565441-6
• Monterola, C., Roxas, R.M., and Carreon-Monterola, S. (2008). 'Characterizing the Effect of Seating Arrangement on Classroom Learning Using Neural Networks'. Complexity, 14(4), 26–33. doi:10.1002/cplx.20237, ISSN1076-2787.

References[edit]

1. ^Mazur, Eric (1981). 'The structure of non-equilibrium angular momentum polarizations in polyatomic gases'. Mazur Group. Harvard University. Archived from the original on 2015-08-25.
2. ^Monterola, C.; Roxas, R.M. & Carreon-Monterola, S. (March 2009). 'Characterizing the Effect of Seating Arrangement on Classroom Learning Using Neural Networks'. Complexity. 14 (4): 26–33. Bibcode:2009Cmplx.14d.26M. doi:10.1002/cplx.20237. ISSN1076-2787.
3. ^http://www.bizjournals.com/boston/blog/startups/2013/05/sionyx-image-sensor-tech-night-vision.html?page=all
4. ^'Education Giant Pearson Continues Digital Push, Acquires Flipped Classroom Managers, Learning Catalytics'.
5. ^'Eric Mazur'. Royal Netherlands Academy of Arts and Sciences. Retrieved 4 August 2015.

External links[edit]

• Mazur Group at Harvard University