Center for the Advancement of Innovative Teaching

Peer Teaching

This model gets students to do all the reading and to participate in class discussion.

The “interteach” method was created by Philip Hineline, a professor of psychology at Temple University.  The interteach method integrates already known methods of instruction; it simply regulates their use.  To explain the method in brief: daily study guide questions are provided to the students who must read the text carefully in order to answer them before the professor lectures on the topic.  The student comes to class with the answers and discusses the study guide with a partner.  Always only working in rotating pairs, students cannot escape responsibility to do well at this task, otherwise they must face a disappointed peer.  The biweekly quizzes taken from the study guides also add incentive to do well, as diligent work on the study guide will lead to good grades on quizzes.  The professor reduces the amount of time for lecture to make room for the daily interteach sessions. As such, the professor can only cover the more intractable questions during the lecture.  They are thus prepared to listen to the lecture/seminar discussion in which questions they had struggled with are answered.  Students enjoy the opportunity to talk about the material in the less stressful one-on-one interteach sessions.  In so doing, they are practicing valuable communication skills about complex topics, and they are more likely to speak up in class after having practiced articulating their thoughts with a peer.

Stephanie Schull, Ph.D. former director of the Center for the Advancement of Innovative Teaching (CAIT) presented some ideas on this method at two workshops in November and December 2012.  Her thoughts are captured in the presentation in the link below:

http://prezi.com/0r4ho8lkymyt/peer-teaching-interteach/