peer instruction

Establishing a rigorous and invigorating classroom


Robert Reid PharrRobert Reid-Pharr, Professor of Studies of Women, Gender, and Sexuality and of African American Studies strives to create a “rigorous but not frightening” classroom experience for the course Gender, Sexuality, and the Archive, in which students take turns leading class discussion—presenting thoughts on, challenges to, and questions about course readings derived from essays they have written. With facilitation from Reid-Pharr, their peers then ask difficult questions of the discussion leader that begin to generate meaningful conversation. 

The benefits: Students leave feeling more confident... Read more about Establishing a rigorous and invigorating classroom

Implementing collaborative experimentation


Rachel Carmody, Assistant Professor of Human Evolutionary BiologyRachel Carmody, Assistant Professor of Human Evolutionary Biology, explores a burgeoning new field in her course Gut Microbiome and Human Health. The main goals are for students to develop the skills to understand how experiments are designed and conducted, and to critically evaluate existing studies and emerging research papers. Students are challenged to generate new data of their own and run experiments to investigate a predetermined hypothesis individually and collectively during the semester. They regularly discuss the results of their experiments and produce final research papers that use the collective data to explore any aspect of the hypothesis that interests them.... Read more about Implementing collaborative experimentation

Using a student cohort to test and innovate new training materials


Tyler GianniniSusan FarbsteinTyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar Advanced Skills Training in Strategic Human Rights Advocacy by making them part of a learning community and giving them ownership over the learning process. For example, each year students work to improve simulations in which they originally were participants, in an earlier prerequisite seminar... Read more about Using a student cohort to test and innovate new training materials

Enriching learning through student-led provocation


This issue of Into Practice is adapted from Instructional Moves content produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.

Timothy McCarthyThough Timothy Patrick McCarthy, Lecturer on History and Literature, Public Policy, and Education, plays an integral role in class discussions for his course Stories of Slavery and Freedom, students are responsible for leading the majority of classes through an exercise McCarthy refers to as “provocation.” “The provokers do not come in and give a summary of what we’ve read or a mini lecture about the top-line themes that might emerge from the assigned readings. I really want them to find some way to literally provoke us into conversation, get the juices flowing, and try to get all the students to think about something urgently at the outset of class.”... Read more about Enriching learning through student-led provocation

Encouraging students to engage with one another to solve problems (and problem sets)


Cassandra ExtavourCassandra G. Extavour, Professor of Organismic and Evolutionary Biology and of Molecular and Cellular Biology, is one of six co-instructors for LIFESCI 50(A & B) Integrated Science, an intensive two-semester course created by Andrew Murray, Herschel Smith Professor of Molecular Genetics, covering methods and concepts from biology, chemistry, physics, and mathematics. They design class discussion and assignments as problems that require students to rely on one another to solve. "We let them know it's normal to not be able to answer everythingon the problem sets on their own. We've structured them that way. They learn to engage with classmates, or with us, to work it out."... Read more about Encouraging students to engage with one another to solve problems (and problem sets)

Learning Lab (Bok Center)

The Derek Bok Center for Teaching & Learning’s Learning Lab routinely partners with faculty to develop assignments that foster students’ science communication and presentation skills.

Center for Writing and Communicating Ideas

Instructors can point students to resources for improving presentation skills available across the University including the Graduate School of Arts and Science’s Center for Writing and Communicating Ideas.resources. 

Baker Library Bloomberg Center Services

Instructors can point students to resources for improving presentation skills available across the University including the Harvard Business School’s Baker Library.

Speaking Resources

Instructors can point students to resources for improving presentation skills available across the University including the Harvard College Writing Program’s speaking resources. 

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