Students who work in groups perform better on tests, particularly in regard to reasoning and critical thinking skills. Having students work with each other is an effective methodology because it forces students to be active learners and to talk through course concepts in their own words. There are many variations on how peer teaching can be used to enhance learning in the classroom.

After posing a question, give students five minutes to think about it, perhaps even jot down some notes, after which you have them partner up for a quick discussion about what they think and why. After giving ample time for discussion, ask partners to share their insights with the entire class.

          This strategy is helpful in engaging students in a more meaningful way. Think-pair-share provides time to think about the answer to a question or problem and time to discuss it with a cohort, before proposing an answer or solution to the entire class. Regardless of whether the result ends up being shared in the larger class discussion, the process often leads to more thorough, deeper thinking on the part of each student.

Give students time in class to pair up in an in-class tutor/tutee relationship—taking turns between being the tutor and the tutee. They will benefit in two ways: 1) from explaining their own personal understanding of the material to another and, 2) from hearing the other explain, from their understanding or viewpoint, the same material.

In this model, students spend time summarizing information, assessing the work or ideas of a peer, and explaining rationales—all meaningful activities that promote critical thinking and long-term retention of information. This type of peer instruction is associated with the promotion of critical thinking skills as well as understanding of complex scientific concepts.

By: MARY ANN N. SACDALAN | T-II | ABUCAY NORTH ELEMENTARY SCHOOL