Classroom Research Project: A Look at Student Led Teaching How Does Teaching Peers Affect Individual Learning? Michael Harding This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY, 2009. ABSTRACT As a new instructor with very limited training, I quickly learned there were several factors that went into the education and learning process. The change in the classroom environment from only a decade ago amazed me. The new environment boasted technology and automation as well as the traditional chalk and blackboard resources. However, I quickly discovered what I thought was the best method to teach and relate to my students. I took their questions and eventually learned myself a better way to present the material. During this process I actually became more organized and agile in terms of linking the material to other topics (Dueck, 1993). This new learning made me realize, that by teaching, I had actually learned more. I hoped that I might be able to inspire my students to do the same. However, I had several concerns with regards to implementing this student led teaching into the classroom. The result of my idea was to have students teach new lessons to their classmates in pairs after they had pre-taught me. I hoped this would allow the students to experience a different perspective on the material by having someone that thought like they did actually teach the lesson. I organized my students such that I always had a control group in which I was teaching. I was interested in not only the empirical data, but also how this experience would affect the attitudes of my students. Specifically, I wanted to determine how the student led teaching affected the short-, mid-, and long-term learning. I collected data from multiple surveys and graded events over the course of the semester. After the semester concluded, I analyzed the results. I found that in terms of grades, the student led teaching had no conclusive effect on mid- or long- term learning, but over the short-term the student led instructors out-performed their peers by about 11 percent from a baseline score. More so, the classes that were student taught did better than their peers. However, the big results came from the survey questions. Most of the students felt they had a better understanding of the material they taught, than when I taught them a normal lesson. They also felt more confident and reported they could recall the information better throughout the semester. This experience also was a perceived as a positive one by several students. For my students, understanding the material is important for continued success at West Point, but confidence and public speaking skills are in my opinion much more important for their future careers. By arming the students with confidence and another method to learn new material,
Transcript
Classroom Research Project: A Look at Student Led Teaching
How Does Teaching Peers Affect Individual Learning? Michael Harding
This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a
2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY, 2009.
ABSTRACT As a new instructor with very limited training, I quickly learned there were several factors that went into the education and learning process. The change in the classroom environment from only a decade ago amazed me. The new environment boasted technology and automation as well as the traditional chalk and blackboard resources. However, I quickly discovered what I thought was the best method to teach and relate to my students. I took their questions and eventually learned myself a better way to present the material. During this process I actually became more organized and agile in terms of linking the material to other topics (Dueck, 1993). This new learning made me realize, that by teaching, I had actually learned more. I hoped that I might be able to inspire my students to do the same. However, I had several concerns with regards to implementing this student led teaching into the classroom. The result of my idea was to have students teach new lessons to their classmates in pairs after they had pre-taught me. I hoped this would allow the students to experience a different perspective on the material by having someone that thought like they did actually teach the lesson. I organized my students such that I always had a control group in which I was teaching. I was interested in not only the empirical data, but also how this experience would affect the attitudes of my students. Specifically, I wanted to determine how the student led teaching affected the short-, mid-, and long-term learning. I collected data from multiple surveys and graded events over the course of the semester. After the semester concluded, I analyzed the results. I found that in terms of grades, the student led teaching had no conclusive effect on mid- or long-term learning, but over the short-term the student led instructors out-performed their peers by about 11 percent from a baseline score. More so, the classes that were student taught did better than their peers. However, the big results came from the survey questions. Most of the students felt they had a better understanding of the material they taught, than when I taught them a normal lesson. They also felt more confident and reported they could recall the information better throughout the semester. This experience also was a perceived as a positive one by several students. For my students, understanding the material is important for continued success at West Point, but confidence and public speaking skills are in my opinion much more important for their future careers. By arming the students with confidence and another method to learn new material,
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hopefully the students will become better overall learners. Overall, I believe that my student led teaching exercises were a valuable addition to my class and can be a valuable addition to any class.
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INTRODUCTION In teaching, as with life, there are several limitations that influence our decisions. This is also true with the course that I am an instructor. My class is part of a larger course and I only directly control about 15% of my student’s course grade. So in selecting a topic, I wanted to examine the different facets of teaching I could potentially address in order to better understand and possibly improve the learning process. From my investigation, I divided the learning into the following four main categories: Student Resources, Method of Assessment, Teaching Method, and Personal experiences. For each of these categories I listed several items that I felt contributed to learning in those areas with regards to the mathematics course I teach. Student Resources Assessment Method Teaching Method Personal Experiences Book Daily Quizzes Lecture High school Course Guide Summary Quizzes Structured Family life Calculator Mini-Projects Student led: questions Math history Computer Programs Daily Homework Technology heavy Cadet life WebAssign Block Homework Student (Peer) Teach Confidence Level Board Problems Athlete Bonus Points Table 1. Items that affect student learning by category As I examined the lists, I looked at what sub-categories I could control and not feel as though I was degrading the learning environment. The existing course leadership determined student resources and assessment methods, both of which are fairly well established. Additionally, my current teaching style uses a variety of methods, so I personally think it would not be in the students’ best interest to reduce the variation in the classroom presentation. In terms, of the students’ personal experiences, this would be something that I cannot control, but might be able to look at in some final examination process for whatever topic is chosen. After comparing the sub-categories, I decided it was between WebAssign and Student Teaching. After looking at WebAssign, I decided it was more than just a student resource, it is also an assessment tool, as well as a method of instruction. It provides lots of data, but just “providing” as a resource and encouraging would not be enough. I would have to use it in the assessment process by providing points. It could also creep its way into the Teaching Method category by being emphasized too much. In order to keep the scope of research fairly narrow, I chose Student (Peer) Teaching as the best means to measure learning effects during a short time period. Student Teaching does not add an additional resource or take one away from them when they are not doing it. Furthermore, it gives me an additional method of instruction to help keep the students engaged in the class.
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BACKGROUND After about eight years away from academia, I found it a little challenging to get back into the habit of being a student in preparation for becoming an instructor at West Point. When I initially departed the Academy in 1997, I felt that as though I could do almost anything in the field of mathematics. However, the time away from the material eroded my understanding. Even the two years spent taking classes did not completely prepare me to teach. In my short time as an instructor, I have realized that my overall understanding of the material that I am teaching has greatly improved. As I recalled from my time as a student, my knowledge was sufficient, but not necessarily as complete as it should have been or is currently over the same material. Through teaching, I have been forced to address issues and questions about my topic that help re-enforce not only the material being taught, but create links to other fields as well. It is this greater understanding that I had hoped that my students could take away. I did a little research and I found that peer teaching can be very effective (McKeachie et al., 1986). I was interested in seeing my students gain more from their education than when I first walked these halls. The issue is, so how do I empower my students to be the teachers of material they themselves have yet to learn? I know teaching has benefitted me greatly and so I came up with the following plan to see if I could improve their understanding and confidence, and possible change the way they learned information. METHOD In conducting this research, I was restricted to an established MA104, Differential Calculus, course calendar that had a total of 64 lessons and a final examination. This course was divided into four different blocks, with the first block being a bit of review from previous math courses and overall the foundation of the course. The subsequent three blocks continued to build upon this foundation. After each block, there was a written assessment and a review. Procedure I had a limited population size, but I still wanted to incorporate some method of a control group. I decided that I would instruct my student’s during the first block and that during each one of the remaining blocks, only one section would be conducting the student led teaching. I decided to use a method to similar to one used by Marcel Goldschmid at McGill University in Montreal. Goldschmid was dissatisfied with large lectures at the undergraduate level. This led him to implement different techniques to get students more involved in their learning (Whitman, 1998). The general schedule appears in Table 2 on the following page. The length of each educational block varied, as well as the class size, so based on these two factors, I determined the order of when each class taught.
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Section Block 1 Block II Block III Block IV A02 Instructor Instructor Instructor Student Led C02 Instructor Student Led Instructor Instructor D02 Instructor Instructor Student Led Instructor Table 2. Rotation for the student self teach portion of the classes. Even though there were 64 lessons, after removing the in-class problem solving labs, review days, and the examination periods, there was only 47 lessons of actual instruction that would be shared between myself and my students. Consequently, I decided that there was not enough time to have each individual student teach their own class. The result was having students teach in groups of two during their assigned blocks. I picked seven or eight lessons per block and assigned groups of two to each chosen lesson. These groups were decided by the cadets on the third lesson of the course. Evaluation I decided that I would use surveys as a method to help evaluate this experience. I had the students take a pre-course survey. This survey was used to get a baseline on how the students thought they learned best and how comfortable they were with mathematics and some of the software resources used during the course. It also asked them what they hoped to take away from the course. Additionally, after the block that their class shares in the teaching responsibility, I ask them again to evaluate how they learned in relationship to them teaching, their classmates, and myself. I also wanted to know what they learned from the experience. Finally, there was a post-course survey to assess some of the same questions again. In preparation for the individual, student led lesson, I required the student groups to pre-teach me. Each group was required to pre-teach the lesson one or two days prior. This event was graded and allowed the cadets the opportunity to not only to rehearse, but also to ask questions about their lesson. Finally, this time allowed me the opportunity to make any content corrections or adjustments that might be necessary. I would also use their performance on the in-class graded events to help determine if there was some measureable effect of the student led classes. But instead of just looking at their averages on only the major graded events, I looked at how their individual topic was tested by questions on block quizzes, block tests, and the final examination as well the cumulative scores on those events. Sample My entire population was 43 students divided amongst three sections. About two thirds had successfully come from a two-course mathematics sequence designed for cadets that might be at risk of not succeeding based off a number of parameters. The remaining students in my class were individuals who had some other reason for being in this off-cycle class. The reasons were
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failing the previous mathematics course or being re-instated at the Academy. Only a fourth of the cadets reported that they liked math and felt mathematically inclined. In the pre-course survey, I asked students how they learned best based on five categories: Reading, Listening, Doing, Demonstrating, or Other. Listening encompassed such things as the class lectures, tutor help, and additional instruction. Doing incorporated classroom board work, attempting the assigned DO problems, or other actually practicing of the topics. I defined demonstrating as tutoring or helping others, or explaining the process to someone else. Figure 1 shows the overall results with the majority of my student’s learning from Doing and about a third learning best from Listening. A surprise was that about 10 percent they actually learn best from demonstrating the problems. Additionally, this survey revealed that most students did minimal preparation for the class. Figure 2 shows that only 18% thoroughly prepare for the lesson, by reading the assigned text and attempting a majority of the assigned problems. About 75% just skim through the reading to get an idea of what material each lesson covers. Finally, the pre-course survey revealed that most cadets were not that confident with the mathematics ability or the ability to leverage technology to assist them to solve problems. The
survey asked three questions that were scored from 1 to 10, with ten being the most confident and the sample average for their math abilities was 6.15. Additionally, their scores for using Microsoft Excel and Mathematica were 6.62 and 5.58, respectively. Based on these values, you can consider these either failing or average considering below 65 percent represents a failing grade in the course.
Doing54%
Reading0%
Demo9%Other
2%
Listening35%
Figure 1. Pre-Course Learning Habits
No Prep0%
Graded only7%
Skim Reading
12%
Skim / Do63%
Thorough18%
Figure 2. Pre-course Study Habits
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RESULTS Graded Evaluations In analyzing the results, I looked at this from a few main categories. The first of them being the most traditional form and that is their performance on graded events. In doing this, I looked at their individual performance in three areas: short range learning (in-class quizzes over the current block’s material), intermediate learning (block examinations), and long-range learning (final examination). Since the sections taught their block learning at different times throughout the semester, the long-range learning time period is not the same for each section. Exam Section A02 Section C02 Section D02 Section Average Block 1 83.67% 76.56% 83.95% 81.61% Block 2 42.69% 44.46% 47.57% 44.81% Block 3 65.28% 69.00% 69.11% 67.65% Block 4 65.78% 61.82% 65.89% 64.61% Final Exam 69.16% 68.40% 74.44% 70.65% Table 3. Major graded event scores by class hour and section. Scores in bold represent blocks that participated in student led teaching. As we look at Table 3, we see that the sections that employed the student led teaching during the blocks (scores that are in bold) score at the average or a little better for the intermediate length learning. This by itself makes the results look promising. It appears that the students’ participation as well as a multitude of different views on several topics has helped out the cadets. However, I used the first block as a means to get a baseline score for incoming ability of each section. In doing so, I then compared the results on their examinations to the overall percent change from the section average and looked at how it changed with respect to the established baseline. The results of this comparison are captured in Table 4.
A02 C02 D02 Exam % From
Average % Change from Avg.
% From Average
% Change from Avg.
% From Average
% Change from Avg.
Block 1 2.52% NA -6.19% NA 2.87% NA Block 2 -4.73% -9.33% -0.78% 10.49% 6.16% 0.94% Block 3 -3.50% -6.55% 2.00% 9.46% 2.16% -1.30% Block 4 1.81% -1.38% -4.32% 3.50% 1.98% -1.64% Final Exam -2.11% -5.02% -3.18% 3.96% 5.36% 2.05%
Table 4. Major graded event percent changes from average and Block 1 examination by class hour and section. Scores in bold represent blocks that participated in student led teaching. Based off this table, it is hard to determine if the student led classes had much effect on learning or not. For Section C02, the class did better than their baseline from the first block examination
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on all of their following exams. This improvement also extended to the best improvement on their long-range learning as indicated by their final exam. Unfortunately, when looking at Section A02, their baseline score was either not representative of their ability, or they changed something else during the course of the semester. So it appears in terms of scores that it is not conclusive for the intermediate and long range learning; however, when we look at the short range learning we get an entirely different picture.
Table 5. Difference in quiz scores during the student led class block versus both the same hour and overall section. The final two columns take into consideration the Block 1 exam baseline. From Table 5, we see that for those students quizzed over the material they personally taught their peers they scored about five percent better than both their class and my overall section. More so, these students widened the gap with the second quiz during the block to about seven percent and a baseline adjusted improvement of over 11 percent. Again, this could be the result of more studying by the students on these individual topics. However, according to some student comments, they felt as if the instruction I gave was better than that of their peers so they felt as if they should have done worse. However, I taught the other two sections completely during their block and one average the peer taught section outperformed the other two sections. Student Understanding Aside from the grades, I gathered comments and opinions from the students after they taught their lessons for a block. The first group of questions were about how they felt about their understanding of the material they had just taught. These questions were evaluated numerically on a scale from 1 to 10 or 1 to 9. The first question asked about the cadets understanding level of the topic prior to them doing any preparation to teach. Out of a possible 10, where a score of 10 is complete understanding, the section average was 3.87. However, after teaching the topic, the students assessed their understanding at a 7.96 on the same scale. Furthermore, the students were asked to compare their post lesson understanding to that of their normal understanding when I teach a lesson on a scale from 1 to 9, with 5 being the same as the instructor and 9 being much better. Two classes reported understanding at about 6.5 or slightly better and Section C02 reported 4.54. These results generally show that the students had a better short term understanding of the material than when I teach a lesson. Additionally, the students reported better intermediate and
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long term recall than other material that they did not teach. For the material that they were evaluated in the same block as their lesson, they reported that they recalled the information better with a report of score of 6.92 on the scale of 1 to 9. Also, in preparation for the final examination, the students reported recalling their individual lesson better with an average 6.79. Learning Habits Finally, I was interested if the teaching experience had changed how the students prepared for a lesson or how they best learned. I asked the same multiple choice questions and there results are seen in Table 6 and Table 7, which follow.
Pre-course Post-Course Difference No preparation 0.0% 0.0% 0.0% Study only for graded event 7.0% 20.5% 13.5% Just skim read the lesson 11.6% 33.3% 21.7% Skim reading and some problems 62.8% 38.5% -24.3% Thorough reading and problems 18.6% 7.7% -10.9%
Table 6. Change in study habit so of students over the course of the semester. From Table 6 it appears that the overall preparation for the course decreased with originally 81 percent of the students attempting some of the selected questions for each lesson down to about 46 percent. This is cause for some concern; however, the overall factors that contribute to this change could be varied. Some of them might be the students becoming more comfortable with the overall environment, my teaching style, or a more demanding course load that requires the students to prioritize their time and efforts to other classes.
Table 7. Change in learning styles of the students over the course of the semester. However, by looking at the change in how the students reported they learn best, there is an indication that teaching has had some impact on how students believe they learn best. Specifically, students reported an increase of about six percent for demonstrating. Demonstrating was including teaching, tutoring, or providing assistance to other peers. This could be conflicting because cadets reported a decrease of about 10 percent in actually performing the exercises as the best method of learning. This change is consistent with the 35
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percent decrease in the number of students that reported actually completing some of the suggested problems that supported the lesson objectives. Student Feedback The results were also accompanied by many comments. I specifically asked my students how teaching in front of their peers made them feel. What I found was that there were two major results that dominated the comments. The first was they felt nervous. This is common for most people in regards to “public” speaking. So that response was mostly expected. However, the other common response was confident. They felt like they were the class experts with respect to their peers and were sharing what they themselves had just learned. That same theme was continued when I asked them how they felt about the material they just taught. The leading response was more confident, but it was closely followed by the students professing that they had a better understanding of “their” material. The final piece of information I was interested in what did the students learn from this experience in regards to teaching and learning. The two most common responses were when you teach a topic, you end up with a better understanding then when you just try to learn it for yourself. Also, they recognized that preparation is vital for success in both teaching and learning. Unfortunately, I asked for some time data about how much time the students invested in class preparation. The result was somewhat disappointing with a section average of 37 minutes per lesson. CONCLUSION Considering several factors that go into teaching and learning, I would say the experience of having to teach their peers was an overall positive experience for both the students and myself. Even though the traditional results were mixed in terms of a graded evaluation, there were several positive factors that went in to the overall process. First, by looking at the grades there seemed to be a definite advantage in short-range memory or learning, but it was for the most part inconclusive in terms of intermediate or long-range memory. Where the best overall advantages were gained was in the students’ confidence and understanding of the overall learning process as well as it gave them another opportunity for public speaking. For my students, understanding the material is important for continued success at West Point, but confidence and public speaking skills are in my opinion much more important for their future careers. I have seen in my brief career as an instructor, that if a student has a positive attitude and is confident that they will be successful in the long run, then they will be more successful than the potentially more talented individual who lacks confidence. Consequently, by arming the students with confidence and another method to learn new material, I believe that these student led teaching exercises were a valuable addition to my class. This experience also was a perceived as a positive one by several students. At the end of the semester one student expressed
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that she might want to be a teacher now and another mentioned that over the 64 lesson course, the most memorable thing was the student led teaching class. BIBLIOGRAPHY Dueck, G. (1993). Picture Peer Partner Learning: Students Learning From and With Each
Other. Instructional Strategies Series NO. 10. Saskatoon: Saskatchewan Professional Development Unit. (ED 360 308)
McKeachie, W.J., Pintrich P.R., Yi-Guang Lin and Smith, D.A. Teaching and Learning in the
College Classroom: A Review of the Research Literature. Ann Arbor, MI: University of Michigan, 1986.
Whitman, Neal A. Peer Teaching: To Teach is to Learn Twice. ASHE-ERIC Higher Education
Report No. 4. Washington D.C.: Association for the Study of Higher Education, 1998.
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APPENDIX A: SURVEY DATA Included is a Table A1 that summarizes the responses for my sections on the three main class surveys. In Appendix B are the copies of the complete surveys.
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APPENDIX B: STUDENT SURVEYS Pre-Course Survey Instructions: Please place your name at the top of this survey and answer each question as honestly as possible. I will use your answers to help guide us through the course instruction this semester. 1. I like math and consider myself mathematically inclined. Please circle one . YES / NO 2. How do you learn best? I am not talking about studying, but learning. Choose one: Reading Listening (Class lecture, receiving tutor help, AI, etc.) Doing (Boardwork, experiment, practicing, etc.) Demonstrating (tutoring, teaching, explaining to others, etc.) Other (Please explain) _______________________
3. Mark the box in front of the expression that best describes your normal preparation for your mathematics classes here at the Academy. Choose one. Do not look at the material from the past lesson or upcoming lessons Study only if you know there will be a graded event during the upcoming class Skim through the reading and any homework problems, but do not attempt to do them Skim through and attempt to do a couple of the DO problems for the upcoming lesson Thoroughly read, attempt most suggested DO problems, and take notes 4. Rate the following on a scale from 1 to 10, with ten being the best, most, etc.
a. How confident are you in your math abilities? ________________________________
b. How comfortable are you with using MS Excel to solve problems? ________________
c. How comfortable are you with using Mathematica to solve problems? ____________
5. What do you want to get out of this class in terms of continuing your mathematics education? 6. What do you want to get out of this class for preparation to be an officer in the Army?
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Post-Course Survey Instructions: Please place your name at the top of this survey and answer each question as honestly as possible. I will use your answers to help improve future courses and my teaching style. 1. I improved my understanding and knowledge of mathematics. Please circle one. YES / NO 2. How do you learn best? I am not talking about studying, but learning. Choose one: Reading Listening (Class lecture, receiving tutor help, AI, etc.) Doing (Boardwork, experiment, practicing, etc.) Demonstrating (tutoring, teaching, explaining to others, etc.) Other (Please explain) _______________________
3. Mark the box in front of the expression that best describes your normal preparation for MA104 this current semester. Choose one. Do not look at the material from the past lesson or upcoming lessons Study only if you know there will be a graded event during the upcoming class Skim through the reading and any homework problems, but do not attempt to do them Skim through and attempt to do a couple of the DO problems for the upcoming lesson Thoroughly read, attempt most suggested DO problems, and take notes 4. What is the average amount of time you spent preparing for each lesson?________________ 5. Rate the following on a scale from 1 to 10, with ten being the best, most, etc.
d. How confident are you in your math abilities? ________________________________
e. How comfortable are you with using MS Excel to solve problems? ________________
f. How comfortable are you with using Mathematica to solve problems? ____________
6. When preparing for the TEE, how well did you remember the material you taught in comparison from the other material during that block? Please Circle the most accurate answer.
Much The Same / Much Worse Worse No Difference Better Better
1 2 3 4 5 6 7 8 9 7. When preparing for the TEE, how well did you remember the material you taught in comparison from the other material for the entire course? Please Circle the most accurate answer.
Much The Same / Much Worse Worse No Difference Better Better
1 2 3 4 5 6 7 8 9 8. What is the one thing that you learned this semester that you will remember about this course? Your answer can be about anything that you learned as a result of this course.
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Teaching Block Survey Instructions: Please place your name at the top of this survey and answer each question as honestly as possible. I will use your answers to help improve the course and my teaching style. 1. On a scale from 1 to 10, with 10 being most confident, what was your understanding of the material prior to this block of instruction?__________________________________________________________ 2. On the same scale, what is your understanding level of the topics that you taught?_______________ 3. How did your understanding compare to that of when I (the instructor) teach a lesson topic, with that of your classmates teaching a lesson topic? Please Circle the most accurate answer. Much The Same / Much Worse Worse No Difference Better Better 1 2 3 4 5 6 7 8 9 4. With 1 being best, rank order from 1 to 5 what helped your understanding of the material the best
during this block:
_____ Teaching a lesson topic for the class
_____ Receiving instruction of a lesson topic from my fellow students
_____ Receiving instruction of a lesson topic from Instructor (MAJ Harding)
_____ Independent studying outside of class _____ Other (Please explain if not labeled 5) _______________________
5. What is the average amount of time you spent preparing for each lesson this block?____________ 6. What is the one thing that you learned this block reference teaching and learning (this answer can be either positive or negative)?
