[ Instructional Methods ] [ Instructional Methods II ] COOPERATIVE METHODS: PEER LEARNING AND TEACHING"What is the most effective method of teaching?" "Students teaching students". There is a wealth of evidence that peer teaching is extremely effective for a wide range of goals, content and students of different levels and personalities (Johnson & Johnson (1974); Johnson, Maruyama, Johnson, Nelson & Skon, (1981); Dansereau, (1983); Hall (1988); and Johnson, Johnson 8 Smith (1991). The superiority of student-led discussions was particularly marked for students below the median in ability, Beach (1960, 1968). Richard H. Hall researched the role of individual differences in the cooperative learning of technical material and found the studying in cooperative dyads proved more effective than studying alone (1988). "Pay to be a tutor, not to be tutored". Results of studies done by Armis (1983) show that teaching resulted in better learning than being taught. Bargh and Schul (1980) also showed that there was a big gain in retention being attributable to deeper studying of material when preparing to teach. Which correlates to learning theories of learning and memory: preparing to teach and teaching involved active thought about material, analysis and selection of main ideas, and processing the concepts into one's own thoughts and words. Other research showed that cooperative learning was consistently more effective than individual learning and that field independent and highly verbal partners facilitated the learning of field dependent and moderate verbal ability partners, with no adverse consequences to themselves, Dansereau (1983). In addition, the National Teaching and Learning Forum (1992) reports that peer group teaching encourages student-student interaction and participation. As a consequence a greater diversity of ideas emerges and students become better acquainted with one another, which in turn, enhances participation in discussion. This information piece is summarized from research done by Wilbert J. McKeachie, and others, on Instructional Methods of Peer Learning and Teaching. Prepared in cooperation with Dr. Preston Feden and the Teaching Learning Center by Judy S. Allison, Graduate Assistant. Armis, L. F. (1983). The processes and effects of peer tutoring. Human Learning, 2, 39-47. Bargh, J.A. & Schul. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593-604. Beach, L.R. (1960). Sociability and academic achievement in various types of learning situations. Journal of Educational Psychology. 51, 208-212. Beach, L.R. (1968). Student interaction and learning in small self-directed groups. (Final Report). Washington D.C.: Department of Health, Education and Welfare. Dansereau, D. (1985). Learning strategy research. In J. Segal, S. Chipman, and R. Glaser (Eds). Thinkinq and Learning Skills (vol. 1, Relating instruction to research). Hillsdale, NJ: Lawrence Erlbaum. **Dansereau, D. (1983). Cooperative Learning: Impact on Acquisition of Knowledge and Skills. Technical Report 586. Texas Christian University, Fort Worth, Sept 1983, 49 p. Hall, R., et al. (1988). Journal of Education Psychology, 80, n2, 1972-78. **Johnson, D.W., Johnson, R., 8 Smith, K. (1991). Active Learning: Cooperation in the College Classroom. Edina, Minnesota: Interaction Book Company. Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., 8 Skon, L. (1981). Effects of cooperative, competitive and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62. Johnson, D.W., & Johnson R. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44, 213-240. **McKeachie, W., Pintrich, P., Yi-Guang, L., 8 Smith D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, MI: The Regents of the University of Michigan **The National Teaching & Learning Forum, Vol 1. No.3 1992. **These sources are available in the Teacher Learning Center   http://www.lasalle.edu/services/tlc/tlc_rsch.htm
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