by Elodie Pozzi, Assistant Professor, Mathematics and Statistices
DEI Fellow, Reinert Center
The Clickers and Peer Instruction is a method in education that consists in combining handheld electronic devices (called clickers) with peer-discussion. It aims at actively engaging students in the learning process and promoting peer interaction and discussion. Peer Instruction was developed by Eric Mazur, Professor in Physics at Harvard in the 1990 when he noticed that the students in his class could solve problems but struggled to grasp the underlying concepts. Dr. Mazur observed that concepts were more effectively absorbed due to peer interaction.
The method can be described as follows: instructors ask multiple-choice questions to students during lectures or class sessions. Students then use their clickers to submit their answers anonymously. After the initial round of responses, students are given the opportunity to discuss the question with their peers. Following the discussion, students are asked to answer the same question again, typically using their clickers.
Improving student engagement during class sessions facilitates the transition of students from a semipassive state to a more active engagement in the learning process, which is materialized using clickers. Below is the procedure that can be implemented for each question:
Peer-discussion are moments to offer guidance on effective group discussion techniques that respect all voices and teach students how to listen actively and engage constructively with peers from different backgrounds.
The data collected from clicker responses gives real-time feedback and identifies areas where certain groups may struggle more than others and eventually students’ misunderstandings which can be addressed immediately. The discussions around clicker questions permit to challenge some implicit biases. This can be done by choosing topics that encourage students to reflect on their assumptions and understandings.
Here are some ways to infuse DEI principles into the teaching strategy of “Clickers and Peer Instruction”:
- Diverse Content and Examples. Before becoming instructors/professors, we have been nurtured with certain examples that were not necessarily designed to create an inclusive environment. The Clicker sessions are built around questions and examples: for that reason, it is important to carefully write questions and examples that reflect diverse cultures, perspectives, and contexts, and avoid assumptions about common knowledge that might not
be universal. This approach will ensure the understanding of the concepts by students. - Encouraging Diverse Perspectives in Peer Discussions. The time of peer discussions is a key moment for students to be actors of their learning experience and that is why it is crucial to create an environment where students feel comfortable sharing their unique perspectives during peer instruction. That is the appropriate moment to encourage students to consider how different backgrounds might influence one’s approach to solving a problem.
- Anonymous Participation. The anonymity of clickers allows all students to participate without fear of judgment, promoting equity in class participation. This is particularly beneficial for students who might be hesitant to speak up due to fear of bias, or anxiety.
- Promote Collaboration Over Competition. An atmosphere of competition can disadvantage certain students. To avoid such atmosphere, it is recommended to frame peer instruction and clicker questions in a way that values collaborative learning and collective understanding over individual competition. This will create a supportive learning environment and value the
diversity of thought. - Equitable Access to Technology. It is important to ensure that all students have access to clickers or alternative technologies (such as smartphone apps that can serve the same function) so that no one is excluded from participation due to financial constraints.
- Accessibility Considerations: Ensure that the technology and materials used are accessible to students with disabilities. For example, clicker devices and associated content should be compatible with assistive technologies.
References
Wesley E Donahue, Fostering Diversity, Equity, and Inclusion in the Workplace: A Competency-Based Approach to Understanding and Fostering Diversity, Equity, and Inclusion, 2022.
Maria Morukian, Diversity, Equity, and Inclusion for Trainers: Fostering DEI in the Workplace, 2022.
Eric Mazur, Peer Instruction: A User’s Manual, Pearson; 1st edition (July 29, 1996).
Eric Mazur, presentation slides https://mazur.harvard.edu/sites/projects.iq.harvard.edu/files/mazur/files/talk_1430.pdf
The Notebook 