The benefits

Monacella aims to provide students with the skillsets they will need in highly collaborative interdisciplinary environments. Students learn techniques and approaches in action, rather than simply being told what they are. Students are thus able to apply those techniques and approaches to new settings, and even develop their own methods as a result. Monacella has found that by deliberately integrating this professional development into the curriculum rather than expecting it to simply happen naturally, students gain an increased level of comfort and confidence when approaching new materials and when seeking and providing feedback, both inside and outside the classroom. 

“We underestimate the amount of learning that happens through peer-to-peer exchange. We assume that knowledge is predominantly transferred from instructor to learner, but what I continually find is that teaching certain concepts and forms of knowledge is most effective when it is repeated and unpacked through a peer-to-peer exchange.”

The challenges

Effective peer-to-peer learning relies heavily on full participation from the class; thus, preparation and student buy-in is necessary. Monacella has found that she must be able to adapt to the cohort dynamics, which occasionally shift and require in-class adjustments to her teaching and learning plan. Additionally, she has found that despite the best intentions and time-consuming plans, sometimes, pedagogical experiments aren’t effective, and instructors must be able to rebound in the moment to shift gears. 

Takeaways and best practices

• Shift the Hierarchy. Monacella “consciously tries to shift the hierarchy of the room” to create a learning environment where students feel empowered to ask questions, challenge the instructor and each other respectfully, and solve problems together rather than relying on the instructor as the only source of answers or critique. 
• Switch up Your Toolbox. In the design studio, Monacella aims to implement peer learning in different ways throughout the semester rather than relying on the same activities during each session. From small group problem solving activities to workshops featuring direct feedback to roundtable discussions, she tries to shift the structure week to week. 
• Be Transparent About Your Approach. Monacella has found that explaining her peer learning-centred pedagogical approach to students has increased its effectiveness. Prior to each class, she sends out the plan for the session along with a quick explanation of the session’s intent and why she chose to structure it in that particular way. Thus, students know what to expect and come to class fully prepared to participate and are less wary of new activities. 

Bottom line

When students leave the university, many will enter fields that require strong collaboration skills. Thus, it is imperative that instructors provide intentional opportunities for students to develop these skill sets.