Teachers’ Guide

2.3. Other engagement techniques

Brainstorming: This technique, first described by Osborn, has developed as a creative tool that can help bring together project work, by allowing a group dynamic often called ‘mental freewheeling’. The sharing of knowledge and ideas by all peers and the refining process should help define problems and their solutions. It may well be sued in conjunction with concept mapping.

Concept map: This is a type of graphic organizer (which may be generated using software specifically designed for such mapping) used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. It can be a tool to aid students brainstorm and generate new ideas. The Mind Map is a more individual and personal tool.

Computer-supported collaborative learning: is one obvious context in which to study peer learning, since in such settings "learning is observably and accountably embedded in collaborative activity."

Wikis: A method of peer collaboration which can be monitored and moderated by the teacher if intervention is necessary. Allows tracking of contributions within a group.

Teachers learning from their peers: Peer learning is not just for students, but offers opportunities for teachers as well. A good starting point is Scientix, which promotes and supports a Europe-wide collaboration among STEM (science, technology, engineering and maths) teachers, education researchers, policymakers and other STEM education professionals. The November 2015 newsletter describes some peer-learning projects for teachers.

Assessment of the peer-peer interaction and learning: The peer learning process for students should not be independent of the responsible teachers, who should perform regular assessments of process and product, using milestones or check-ins to ensure groups are on the right track. If the work is in a classroom setting some visual checks are easy to set up and monitor:

Wipe clean boards: these can be used for all manner of reasons, including the concept mapping but they may also be used as signalling tools at points requiring teacher assistance or intervention.

Traffic light fans/cups: The teacher gives the group three coloured cups, or the fans in the template, telling them that the cups should continuously reflect the learning that is happening. Green means all is fine, yellow means some help may be needed, red means an immediate intervention from the teacher is required.

Measuring effectiveness: As with any teaching any learning activity, the structure should allow: (i) Students to evaluate their group members’ contributions to the peer learning situation; (ii) Assessment of individual and group contributions to the exercise as well as the final product.

Online Resources

• BrainstormingBrainstorming is a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. It has been called ‘mental freewheeling’ and allows peer group members to pool ideas in a search for illumination and problem-solving. The term was popularized by Alex Osborn in the 1953 book Applied Imagination.
  Osborn, A.F. (1963) Applied imagination: Principles and procedures of creative problem solving (Third Revised Edition). New York, NY: Charles Scribner’s Sons.
• Concept MappingA concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.
  Novak, J.D. (2009). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (2nd ed.). Routledge
• Technology and Collaborative LearningAn extra dimension to peer assisted learning is added when technology is implemented. Computer-supported collaborative learning has developed with developments in technology and E-learning has become integral to distance or on-line education. Collaborative aspects have been emphasized in recent times by the popularization of Web Portals and MOOCs (Massive Open On-line Courses).
  Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge
• Wikis as a Tool for Collaborative WorkA wiki is a website or database developed collaboratively by a community of users, allowing any user to add and edit content. Within a class, small peer groups can have their own wikis. One of the major advantages is that the teacher can see who is doing the work by monitoring the amount of participation of individual members in the wiki. The work can also be assessed and moderated on-line.
• Peer learning for Teachers: The Scientix CommunityScientix is in the third phase of a project to collate and disseminate information about STEM in the EU.
  Scientix and peer-learning for teachers:
  http://files.eun.org/scientix/newsletter/Scientix-Newsletter-Nov15.pdf
• Managing and Monitoring Peer Learning in GroupsWipe clean boards
  Traffic Lights - Enables children to communicate their level of understanding or confidence directly and confidentially to the teacher. On request, the teacher will know how many children fully understand (Green), partly understand (Yellow), or do not understand (red), a particular topic.