What are some effective ways to use peer-to-peer learning in a flipped classroom?

A flipped classroom is a teaching method that reverses the traditional order of instruction. Instead of lecturing in class and assigning homework, teachers assign pre-recorded videos, readings, or other materials for students to study at home, and use class time for interactive activities, discussions, and feedback. This way, students can learn at their own pace, and teachers can focus on addressing their individual needs and questions. One of the key benefits of a flipped classroom is that it creates more opportunities for peer-to-peer learning, or the process of learning from and with each other. Peer-to-peer learning can enhance students' engagement, collaboration, critical thinking, and communication skills. In this article, we will explore some effective ways to use peer-to-peer learning in a flipped classroom.

1 Set clear goals and expectations

Before implementing peer-to-peer learning in a flipped classroom, it is important to set clear goals and expectations for both students and teachers. Students need to understand the purpose and benefits of peer-to-peer learning, as well as their roles and responsibilities in the process. Teachers need to establish the learning outcomes, assessment criteria, and feedback mechanisms for the peer-to-peer activities. For example, teachers can use rubrics, checklists, or peer review forms to guide students on how to evaluate their own and their peers' work. Teachers should also communicate the expectations for academic integrity, respectful behavior, and constructive feedback.

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Ximena Pacheco

| TOP Voice QHSE and Branding | Management Systems Auditor | Standardization | Customer Satisfaction | Quality of services and/or product | Continuous improvement | Business continuity | Risk Management | Ghostwriter |
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Aunque nunca he implementado el aprendizaje entre pares en un aula invertida, creo que podría ser una opción valiosa para enriquecer la experiencia educativa. Es crucial que los estudiantes comprendan el propósito y los beneficios del aprendizaje entre pares, así como sus roles y responsabilidades en el proceso. Personalmente, considero que el uso de herramientas como rúbricas, listas de verificación o formularios de revisión por pares puede ser efectivo para guiar a los estudiantes en la evaluación de su propio trabajo y el de sus compañeros. Estoy dispuesta a explorar y adaptar esta metodología para maximizar el potencial de aprendizaje en el aula.

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Dr. Prasanth Nair

Ph.D. in Management ♦ Agile & Strategic HR Leader ♦ Global Talent Acquisition ♦ Performance & Retention Management ♦ HR Transformation ♦ Training & Development
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Establishing explicit goals and expectations for peer-to-peer learning in a flipped classroom helps experienced professionals maximise collaborative learning. Start by defining peer-to-peer learning goals and outcomes. Explain these aims to participants so they understand the learning results. Structured group discussions, collaborative projects, or peer-led presentations allow participants to share ideas and learn. Encourage ongoing learning via feedback and evaluation. We can use peer-to-peer learning in a flipped classroom to create a dynamic and engaged learning experience for all by setting clear goals, encouraging cooperation and providing direction.

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Victor Okunga Sisa

Researcher, educator and communication expert
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In a flipped classroom, peer-to-peer learning can be fostered through collaborative group projects, peer teaching sessions, online discussion forums, and problem-solving activities that encourage teamwork and critical thinking. Assigning peer reviews of assignments and incorporating interactive simulations or games enhances engagement and shared understanding.

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2 Design meaningful and relevant activities

The success of peer-to-peer learning in a flipped classroom depends largely on the activities that students engage in during class time. These activities should be meaningful and relevant to the learning objectives, as well as challenging and engaging for the students. Examples of these activities include case studies, role plays, debates, jigsaw, and peer teaching. For instance, with case studies, students work in small groups to analyze and solve real-world problems related to the course content. With role plays, students take on different roles and scenarios to practice and demonstrate their skills and knowledge. Similarly, debates involve students preparing and presenting arguments for or against a controversial topic or issue. Jigsaw requires students to divide into expert groups to learn about a specific aspect of a topic before rejoining their home groups to teach each other what they learned. And with peer teaching, students prepare and deliver mini-lessons or presentations on a topic to their classmates.

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Ximena Pacheco

| TOP Voice QHSE and Branding | Management Systems Auditor | Standardization | Customer Satisfaction | Quality of services and/or product | Continuous improvement | Business continuity | Risk Management | Ghostwriter |
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La efectividad del aprendizaje entre pares en un aula invertida depende de actividades significativas. Sin embargo, subrayo que esta participación requiere madurez y voluntad para recibir y aplicar feedback. Es esencial que los estudiantes estén dispuestos a escuchar, analizar y ajustar según sea necesario. Este enfoque fomentará una colaboración constructiva y un beneficio mutuo. Las actividades como estudios de casos y debates ofrecen oportunidades únicas para la construcción colectiva del aprendizaje, pero el éxito radica en una actitud receptiva y madura hacia la participación activa y la retroalimentación.

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3 Facilitate and monitor the process

Teachers play a crucial role in facilitating and monitoring the peer-to-peer learning process in a flipped classroom. Rather than being passive observers, they should be active guides and mentors who support, challenge, and motivate the students. To do this, teachers can provide clear instructions and scaffolding for activities, model and demonstrate expected skills and behaviors, create a safe and supportive learning environment, ask open-ended and probing questions to stimulate critical thinking and reflection, give timely and constructive feedback and recognition, and evaluate the effectiveness of the peer-to-peer learning activities. Through setting clear goals and expectations, designing meaningful activities, and facilitating the process, teachers can help students learn from each other in powerful and innovative ways that develop essential 21st century skills.

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Ximena Pacheco

| TOP Voice QHSE and Branding | Management Systems Auditor | Standardization | Customer Satisfaction | Quality of services and/or product | Continuous improvement | Business continuity | Risk Management | Ghostwriter |
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La efectividad del aprendizaje entre pares en un aula invertida depende de actividades significativas. Sin embargo, subrayo que esta participación requiere madurez y voluntad para recibir y aplicar feedback. Es esencial que los estudiantes estén dispuestos a escuchar, analizar y ajustar según sea necesario. Este enfoque fomentará una colaboración constructiva y un beneficio mutuo. Las actividades como estudios de casos y debates ofrecen oportunidades únicas para la construcción colectiva del aprendizaje, pero el éxito radica en una actitud receptiva y madura hacia la participación activa y la retroalimentación.

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4 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are some effective ways to use peer-to-peer learning in a flipped classroom?

1

2

3

4

1 Set clear goals and expectations

2 Design meaningful and relevant activities

3 Facilitate and monitor the process

4 Here’s what else to consider

Business Communications

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What are some effective ways to use peer-to-peer learning in a flipped classroom?

1

2

3

4

1 Set clear goals and expectations

2 Design meaningful and relevant activities

3 Facilitate and monitor the process

4 Here’s what else to consider

Business Communications

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