This term I’m teaching an introductory Entomology course at McGill. These days, however, I’m not lecturing at all – the students are doing the teaching. For the past couple of weeks, and for the next couple of weeks, groups of students are lecturing on the part of the course called ‘overview of the insect Orders‘. Typically, this section of the class is a little dry for one person to teach – it’s a standard series of lectures on the Insect Orders – and covers the evolution, phylogeny, biology, ecology and economic importance of the Insect Orders, starting with Collembola and moving through to the ‘Big Four’ – the Lepidoptera, Hymenoptera, Diptera and Coleoptera.
This term, I decided to turn the tables, and students became the professors. They provided me ideas on what Orders they were most interested in, and based on their feedback, I assigned them to groups and scheduled who would teach what. I also provided them a detailed outline of what was expected. This is not a trivial task – preparing lectures, and lecturing, takes an incredible amount of preparation and time and energy. These lectures are graded (with a rubric), and thus in addition to the peer/instructor pressure for students, this part of the course is part of their final grade.
Here are some refections about the process, so far:
Perhaps what has struck me most with this experience is that the students are delving into the content to a level that I would not have done on my own – in part because I simply would not have the time if I was lecturing on all the Orders. The students, by becoming ‘experts’ on a topic, have more time to dig out the most interesting and fascinating facts about the Orders. They are hunting down the true controversies surrounding the systematics of different Orders, and presenting them like seasoned veterans. They are taking ownership over the topics, and with such ownership comes responsibility, and pride.
Lecturing is so much different than the typical short-format presentations that students are used to. They have plenty of experience giving presentations to their instructors and peers, but these are seldom more than 15 or 20 minutes. Filling up 50 minutes is a very different ball game. It requires a different set of presentation skills – skills related to thinking on your feet, preparing for unanticipated questions from the audience, and experience with a more spontaneous form of science communication. In my experience, these skills are seldom developed during an undergraduate student’s academic program.
What is also evident with this process is that the students are having FUN with the content and FUN with the lectures. They are linking to the best videos and images for their Order – they are challenging each other with who can find the most fascinating facts about a particular Order. They are smiling, laughing, and genuinely passionate about what they are presenting. They are also deeply supportive of each other – they ask good and fair questions, engage with the content, work to make the experience positive for everyone. (by the way, I have been tweeting some of the fun facts from this course using the hashtag #ENTO330 – please follow along!)
The education literature supports the ideas I have written above, and the overall process is defined as ‘peer teaching‘. As the title of Whitman and Fife’s report states “to teach is to learn twice” , and although caution is warranted when executing peer-teaching, that report does highlight the fact that learning can occur effectively under peer-teaching scenarios. More recent literature from Dioso-Henson (2012) shows that “reciprocal peer tutoring” (i.e., students run tutorials instead of instructors) “produced significantly larger academic gains than traditional classroom instruction“. Those interested in delving into the Education literature on this topic should see Topping’s (1996) article.
Now, what I have not provided here is any perspectives from the students, and Graham Scott correctly pointed this out to me. Once the course is over, I will bookend this post with another post containing some refections from students. It’s important to see whether or not my positivity is a reality from their perspective! So, stay tuned for that!
In sum, we often talk about Higher Education being about teaching and learning, with the assumption that the teaching is done by a Professor and the learning is done by the student. Peer teaching, I believe, is a valuable method by which undergraduate students can be fully immersed in the process. The learner can become the teacher and this makes the experience so much richer, for everyone.
Instructors: please contact me if you want more details on this process. I will be happy to share the details – assignment overview, grading rubric, etc.
Topping, K.J. 1996. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education 32(3): 321-345.
Dioso-Henson, L. (2012). The effect of reciprocal peer tutoring and non-reciprocal peer tutoring on The performance of students in college physics. Research In Education, 87(1), 34-49.
Whitman, N.A. & Fife, J.D. (1988). Peer Teaching: To Teach Is To Learn Twice. ASHE-ERIC Higher Education Report No. 4.