Prior to starting my action research at ISP, I started to investigate peer instruction and peer learning to better understand the cognitive science behind the practice that I had embraced with a surface understanding and only my perusal of educator articles, and PD workshops and those ever famous teachers on break shop talk. In my classes the level of engagement is always high when students are working in groups, however, I had not reviewed the cognitive science to know why. As a lover of the craft of teaching, this is essential to making targeted changes that are measurable. In my literature review about peer learning, I stumbled across the article: Why does peer instruction benefit student learning? In this article ,the authors examine peer confidence in answers as well as whether the coherence of an answer is better constructed and revealed through peer instruction than when a student responds alone. In their research, Tullis and Goldstone affirm a few conclusions that have prompted me to rethink how I organize peer collaboration for inquires.
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