Discussion - Oct 20

• While jigsaw learning seems interesting, I really can't see how this can be done in a class that is maybe 50 mintues or so?
• In an undergraduate introduction class, how could peer tutoring and group work be effectively integrated into the class structure without seriously compromising time provided for lecture?
• A study is mentioned that identifies two reasons students work in groups (to minimize work or to gain a better understanding) were there any implications for who learned better? How can we as proffessors facilitate the scenario which promotes the best performance?
• Peer learning can be effective, but what if students are teaching each other incorrect information?
• Is it fair to require group participation from those who would rather work by themselves? If so, how can you get them to "buy in" to the idea?
• 16 - Group and peer learning are a good concept in theory, but many times when classes use this approach, it seems to end badly (groups wasting time, not getting along, going off topic, etc.) McKeachie doesn't even talk about how to deal with this... what is the best approach for success?
• I often see professors using peer teaching and learning in a forced environment. In my experience, students learn more when the student/teacher roles are emergent rather than assigned. (Although I agree the teacher always learns the most either way.) What are others thoughts on this?
• The chapter discusses how much students learn from other students. I know that several of the graduate courses here require students to give lectures in the classroom. What do you think about this? Are you learning more from your peers than you are from the professor? How effective is it?
• The idea of peer learning and teaching is brought up in Chapter 16. It seems kind of dangerous because you run the risk of the students misinterpreting the Correcting the studnet in front of everyone is going to hurt his/her moral and even discourage him/her from wanting to learn. Would you recommend this teaching method?
• This chapter encouraged group work and its benefits, should we also give students the option of doing the assignment on their own?
• The author mentions briefly that peerlearning works better for some students than others. Are there particular characteristics of students who do not benefit from peer learning? How can you work around those obstacles?

Ch 17

• I really like the idea of problem-based or case types of learning. It seems like the book suggests that every class period you would start the class off by presenting a problem or case. I would love to implement something like this, but feel that it would really cut out lecture time (after all, they need facts and information to be able to discuss problems and cases effectively). Instead of doing this every class period, would this method be effective say once a month?
• I really like the idea of teaching with cases, but McKeachie makes them sound like take home projects. Would it be a good idea to create a case and just have it be done for one class period, or should they be taken home and done when you can use outside sources of information?
• What are some examples of case-based strategies or games that could be used in intro PSYC?
  The chapter was fairly generic about the application of these strategies.
• Do you feel that the use of "real" case studies and problem solving might have an advantage over pre-created or "fictional" assignments? Why?
• How appropriate would problem based learning be in an intro class where students do not have a strong background in the information being discussed.
• Can problem-based learning only be used for problems that have multiple possible solutions but not for problems with one best answer?
• 17 - Using case lessons and games is excellent for real life concepts, but how important is it to concentrate on history and theory, so that students can get a strong basis in the background of their field?
• I've had case study approach in some classes, such as abnormal psych, and it was very effective. Would it work as well in an intro class, where there are probably not a lot of psych majors. Could the problem solving idea work instead with practicing how to design studies?
• Chapter 17 - Would it be too backward to ask students to identify problems and switch?
• Has anyone had professors use cases or games? What are some psychology relevant examples?
• The problem-based learning design seems like it would only work well in certain classes. For example, how do you apply this design to an English course.