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Peer teaching is at the very heart of the ILR philosophy of member ownership
and responsibility. The premise of an ILR is that members develop their
own college-level educational programs within a community of older learners.
Therefore, the use of peer teaching in an ILR fits easily into this philosophy,
helping to form one of the cornerstones of an outstanding educational
program.
As valuable as peer teaching is to an ILR, however, it is not a concept
unique to the learning in retirement movement. In fact, the origins of
peer teaching can be traced back to the ancient Greeks, Aristotle in particular.
He often used students as archons (leaders) to help others comprehend
the tenets of the philosophy being taught. In 19th century English and
American educational systems, older students were used to drill younger
students in the classroom. Remember the one-room schoolhouse? Within an
ILR, however, the concept of peer teaching is taken to a new level, and
its benefits are numerous. Course leaders, members participating in the
sessions and ILRs seeking to provide stimulating learning environments
are all beneficiaries of the peer teaching method.
For the ILR member leading the course, the benefits are very clear. Although
peer teachers also consider themselves learners, studies demonstrate that
the cognitive processing used to study teaching material is different
from that one uses in attending a class. So, preparing to teach results
in an organized cognitive structure, the end result being more active
mental engagement. Once that happens, peer teachers find their ability
to clearly communicate material to others greatly enhanced, furthering
their quest for academic excellence. Along with that, since we now know
that keeping the brain fully engaged is critically important as one ages,
peer teaching can also provide real wellness benefits.
To keep those brain cells alert and vital, however, one needs to always
be striving for higher degrees of learning. And that’s what peer
teaching is really all about - learning more deeply. Joseph Joubert, the
19th century philosopher said that “to teach is to learn twice.”
The Moravian teacher, John Comenius wrote in 1632 that the saying “he
who teaches others, teaches himself” was very true. Proof of these
maxims lies in the fact that learners who studied to teach reported that
they perceived themselves more actively involved as learners, a sure sign
of deeper learning. By way of example, the Nobel Prize winning physicist,
Ernest Rutherford (1871-1950) believed that he had not fully completed
a scientific discovery until he was able to clearly explain it to others.
In other words, the ability to communicate new material to others in an
understandable manner is one very sure sign of more in-depth learning.
As part of that deeper learning, the experience of peer teaching may
also instill motivation in the leader to explore other topics and subjects,
furthering a desire to continue teaching. As we know, the more an ILR
member teaches, the more his/her self-confidence increases. Aristotle
said it best. “We are what we repeatedly do. Excellence then is
not an act but a habit.” Increased self-confidence also brings self-acceptance.
That increased self-acceptance then leads to more awareness and tolerance
of others, helping to create a harmonious environment within an ILR.
That harmonious environment is maintained by yet another benefit of peer
teaching. Adult learners who take on the role of peer teachers derive
psychological dividends by helping other people and in doing so, they
help themselves at the same time. Finally, as role models, they can sometimes
instill more enthusiasm for learning in the participants than perhaps
a traditional teacher. There is no doubt that peer teaching produces significant
and wide ranging benefits for those who choose this path.
Along with those mentioned above, there are other benefits for the ILR
members who take a peer-led course. For starters, the teacher and the
adult learners are on the same wavelength, meaning that participants are
being taught at the right level. This creates a special bond or synergy
that results in a very cooperative relationship. The peer environment
also creates active not passive learners; learners who are willing to
engage in plenty of give and take - the sure sign of an outstanding ILR
course. ILR educational programs are most effective when members actively
participate in the discussions, learn to talk reflectively with each other
and share their experiences.
In an ILR course the participants, who are guided by a peer leader, are
recognized for their life experiences. They are given the chance to associate
new material with that which is already known. When this happens, true
experiential learning, a hallmark of ILR courses, takes place. In reality,
learning occurs among persons, not between a person and things. So, members
learn by collaborating with other members and teachers. They join a community
of knowledgeable peers, generating and testing new ideas and participating
in the consensus about what is regarded as truth or fact. The end result
is that those adult learners who actively seek knowledge tend to see themselves
as users of, rather than recipients of education, a worthwhile goal for
all ILRs.
Finally, ILRs themselves benefit from encouraging the peer leadership
model in their classrooms. Although there are several different models
from which to choose, most ILRs use one or both of the following. In the
first model, discussion groups, learners choose a topic and specific reading
assignments before each meeting. They then come prepared to engage in
a lively discussion of the topic. In the second, the seminar group option,
members individually prepare short papers, which they then present to
the group. Both of these peer-led models are being successfully used by
ILRs across the country, resulting in enhanced learning environments.
To further enhance a learning environment, an ILR course should center
on discussion, not lecture. Studies say that adult learners respond better
to discussion formats rather than lecture formats. For the most part,
they want to be actively engaged in their learning. Therefore, since the
peer leader is not a professional in the subject, lectures can be dispensed
with or, at the very least, kept to a minimum. When lectures are used,
however, they should be limited to half an hour, allowing plenty of time
for the give and take discussions that must follow in order for the course
to be truly stimulating and engaging.
Since all ILR members are peers, be they leaders or participants, institutes
benefit yet again by having members who feel more connected to the organization.
This feeling of increased association translates into more active volunteers
willing to take on the myriad of different tasks necessary to run a successful
ILR. Also, one must not forget that peer teaching enhances the socialization
aspects of an ILR, another critical element in a successful learning program
for older adults. Finally, any consensus arrived at by communities of
knowledgeable peers credits the community, not its individual members,
for generating new ideas. In short, peer led groups are a potent force,
sharing a common task – the enrichment of their ILR.
“Learning is enhanced when it is more like a team effort than
a solo race. Good learning, like good work, is collaborative and social,
not competitive and isolated. Working with others often increases involvement
in learning. Sharing one’s own ideas and responding to others’
reactions improves thinking and deepens understanding.” 1
We all know that learning is something that can be delivered by professionals.
It can also, however, be generated in dialogues that takes place between
peer leaders and participants who are seeking to learn by a different
route. One of the benefits of being in an ILR setting is the freedom to
choose what works best for the members, rather than being tied to just
one educational model. There is real choice about how this learning can
be imparted. The end results are learning for the sheer joy of learning…an
outstanding learning center…and members who are vibrant, active
and always seeking to further their knowledge and wisdom.
1 Chickering, Arthur W., and Gamson, Zelda, F. 1987. “Seven Principles
for Good Practice in Undergraduate Education.”
The above article uses information taken from “Peer Teaching:
To Teach is To Learn Twice” by Neal A. Whitman. ASHE-ERIC Higher
Education Reports, 1988
Original Query: Please give EIN your thoughts on peer teaching
in an ILR – its value and benefits for older learners.
From Diana H. Marsilje, HASP (Hope Academy of Senior Professionals),
Hope College - Holland, MI
HASP uses a combination of peer leading and "professionals".
In any area where our members have the background and/or ability to lead
the class/discussion we encourage them to do so. Our members often contact
other individuals within the college or community with credentials in
the area of discussion to participate with them in the presentation. This
helps to keep the discussion on track and to add depth of both knowledge
and perspective. The participation by members in at least a portion of
the presentation highlights the contribution that we expect from all members
for the sharing of their background, thoughts and perspectives. Even members
with advanced degrees find that they LEARN a great deal as they prepare
presentations for the membership. The questioning mind of an adult "student"
keeps presenters on their toes.
From Sara Craven, Duke Institute for Learning in Retirement (DILR),
Durham, NC
DILR has both peer and professional teachers. The peer teachers
teach gratis, as a service to
DILR; the "outside" teachers (faculty/graduate students/community
experts) receive all of $300 for a 12-week class -- a mere token of out
appreciation. Many of our peer teachers are indeed professionals. What
we are interested in here is the quality of the LEARNING -- and that of
course varies from student to student and teacher to teacher-- in other
words, different strokes! As an example, I would not like to take a physics
course from a teacher who is learning it him/herself, or who has assigned
topics to other non-scientist students. For me, that would be too confusing.
And I might not want to struggle through Joyce's Ulysses with an amateur
teacher. But a professional teacher for either physics or Ulysses would
be great -- whether they are classified as a peer teacher or an "outside"
teacher. But for many kinds of classes the peer teachers are best -- they
are accurate in gauging what their audience knows or would like to know,
they know how to facilitate discussion, and they know how to enlist the
participation of their peers. Because of the participatory nature of many
peer-led classes, they facilitate the social and interpersonal aspects
of all our programs.
From Nancy Gluck, Lifetime Learners Inst., Norwalk Community
College, CT
In a sense all of our teaching is peer teaching since all of our facilitators
are members, that is volunteers from among the membership. Usually we
have 40+ courses per term and can attract enough (unpaid) facilitators,
although we do work at it all the time. But I think perhaps you are interested
from the point of view of the expert or experienced teacher versus the
"first among equals" who is leading a group exploration of some
subject. Our facilitators have had every degree of expertise over the
years -- from very high to one step ahead of the students -- and our members
experience every degree of class participation -- from passive listeners
to fully-active co-learners. Any of these combinations can "work"
for a class, depending on the appropriateness of the facilitator's approach
for that subject and that group. I do have some observations:
1. The facilitator needs to be enthusiastic and organized.
2. The facilitator and the group need to agree on the goals for the class,
that is, what they are trying to accomplish together.
3. The facilitator and the group need to exchange feedback as they go
along on how they are doing.
4. Our students like to learn, but most especially they like to feel that
they participate in that learning. Stimulating
discussion is greatly valued. Don't overlook that knowing how to promote
such discussion is itself a form of expertise.
From Nancy Kress, Quest: An Institute for Learning in the Third
Age, Walla Walla Community College, Walla Walla, WA
The subject has come up a number of times in our curriculum planning meetings
when I have suggested that we introduce a couple of peer taught programs.
Unfortunately, we started with the "professional" model and
the participants are so pleased with the quality of the classes they do
not want to change to what they perceive as being a less professional
model where, as one man said, "the ignorant would be teaching the
uninformed.". There is also a problem with the instructors. Once
they have been paid for their labors they do not want to go to a volunteer
status, put in the same amount of effort, and just get our thanks. There
may be others faced with this situation....
From Stew Engel, ElderStudy, Mary Washington College, Fredericksburg,
VA
About 1/3 of our curriculum is peer taught (and 1/3 college faculty &
1/3 outside non-teachers). Peer classes are usually on a par with those
of the faculty in terms of teaching quality and almost always superior
in terms of offering fresh insights to old subjects. Our pay policy is
$50 for each 2-hour session to anybody for whom speaking to groups is
not part of their job description, except for our members, who get nothing.
If a NASA PR flack talks to us about the space program then he gets paid
nothing but if a NASA scientist talks to us then he gets $50. Our members
always talk about something that interests them & we've never had
a shortage of volunteers. No member is required to present a course. It
should be noted that our courses run from 1 to 4 sessions of two hours
each, so teaching a class does not entail the kind of effort that would
go into teaching a full semester.
From Bob Neil, McCALL, Montreat College, NC
We use both "peer" and "professional" course leaders,
but do not make any distinction in their
honorarium, which is only $100.00 per 4 or 6 week course (2 hrs. per week)
We do offer some extra assistance if the person travels more than 25 miles
to come to us as a course leader. Since we are in an area where there
are many retired professionals in many areas of expertise, we have had
no difficulty in finding qualified course leaders. We have used several
of our college professors and staff, who have led outstanding courses,
but community people, retired or not, seem to relate just as well to our
membership, and generally have as much training and sometimes more experience
in the area being discussed. Our curriculum committee is active in finding
out what courses would be of interest to our members and what qualified
persons might be interested in leading each course. They do seek to find
course leaders who are working or have actively participated in what they
are to teach.
From Lenora Plothow, Utah Valley Elder Quest, Orem, UT
Hi! Our intentions, from the very beginning of our ILR, have been to have
our courses peer taught. That was 10 years ago and we continue to have
most of our classes peer taught. However, when a particular expertise
is required in an area that is unique or specialized, such as computer
courses, we do hire an instructor from the college faculty or community.
Our group has preferred to focus on courses that can be peer taught in
order to provide opportunities for skilled members to share their expertise.
The quality and variety of courses have improved greatly over the years.
However, I do strongly feel that each ILR has its own personality, expectations,
and levels of anticipated academic curriculum. We do stress "college
level courses" and most all of our instructors have advanced degrees.
Peer instruction is working very well for us. PS: We have several retired
BYU professors who have joined and are teaching our courses.
From Polly Nelson, VIVA, University of Denver, CO
Most of our classes are discussion groups led by peer facilitators. We
do have three or four emeritus professors who lecture, with varying amounts
of class discussion. There are two or three such classes each term (out
of a total of 22). Most of our 250 members prefer the discussion mode.
As one member once said, he listened to lectures for 25 years of his life,
and he doesn't want any more. Our student body is full of expertise on,
and interest in, a wide range of subjects. We think that a person who
has had a deep interest in history all his life is as well qualified as
a PhD professor to lead a discussion on Lewis and Clark or the French
Revolution--even though he may have been an engineer in his former life.
Our facilitators are volunteers--and they keep on volunteering. From the
way we have grown I would conclude that this kind of program succeeds.
From Tom Holloway, U3A, England
Here in the UK our 'University of the Third Age' was set up with peer-group
learning as the standard, and it's very rare that an outside expert is
called upon. Even as structured a subject as 'computing' is generally
covered by finding some knowledgeable person who is "primus inter
pares". For example, I have taught computing and website design at
College, but even so I much prefer our informal sessions, and believe
that our Elders learn more easily from each other, with occasional demonstrations
from one or another 'helper'. It makes for a busy classroom, with a constant
hum of conversation and chuckles and ooh's and aaah's -- but so refreshing
as an alternative to the 'battery hen' approach that I've quite given
up my College work.
From Beverly Hincks, Encore Seniors' Education Centre, St. Lawrence
College Cornwall, Ontario
I think the concept is great. However, we have tried a few times to offer
peer led study groups and the response was poor. Our students seem to
prefer being "sponges" and soaking up interesting material presented
by volunteer leaders that have some expertise and experience in a specific
topic.
From Lenora Plothow, Utah Valley Elder Quest, Orem, UT
Beverly: Your remarks once again justify the concept that is so great
about ILRs and that is simply that each program should reflect the interests
and needs of the respective membership/community.
From Don Tritschler, Salem State College Explorers, MA
Beverly Hincks describes most of our members here when writes, "Our
students seem to prefer being 'sponges' and soaking up interesting material
presented by volunteer leaders." Most of our group leaders are members.
Some are experts in their field. Others, a majority, are trying to assure
that we have a sufficient number of courses (our heroes), sharing contacts
with a series of speakers on a particular subject (local writers, scientists,
travelers, etc., etc.), pursuing their own curiosities. I'm sure there
are other motives, too. One approach which we are just beginning to use
is to share the work on a significant subject—e.g., American tycoons,
in which members who volunteer to do research and presentations on one.
This approach could also be used to review the decades of the 20th Century
in which we have lived. I know that such a format is "old hat"
in some ILRs, where members give reports on works by Mozart, or some other
subject, in depth. However, this may be a way of drawing out some of the
passive learners, even turning some of them into group leaders (always
a problem for the curriculum committee to locate). Yesterday Nancy Gluck
gave us a thoughtful answer to the "peer learning" question.
She acknowledged the differences among ILRs, but I think her four principles
are worth consideration:
• The facilitator needs to be enthusiastic and organized.
• The facilitator and the group need to agree on the goals for the
class, that is, what they are trying to accomplish together.
• The facilitator and the group need to exchange feedback as they
go along on how they are doing.
• Our students like to learn, but most especially they like to feel
that they participate in that learning. Stimulating discussion
is greatly valued. Don't overlook that knowing how to promote such discussion
is itself a form of expertise.
Sara Craven's points on the advantages of peer leaders gave
me a stronger grasp of why peer learning is the way to go.
Likewise, though my professional training was in literature and I have
taught at all collegiate levels, I learn from my peers whenever
I lead a course.
From Jack Thompson, GUILD ILR, University of Wisconsin-Milwaukee
Nancy: I am responding to your request for comment on the value and benefits
of peer teaching for older persons. The Guild for Learning in Retirement
at the University of Wisconsin - Milwaukee has practiced peer teaching
since its establishment in 1982.
Each academic semester, the Guild offers members 12 or more for-fee Short
Courses of from four to six sessions each. It also offers at-cost monthly
bus tours to theaters, art exhibits, etc. In addition, the Guild has 11
Special Interest Groups (SIGs) that set their own ciricula and meeting
times subject only to rules to prevent them from conflicting with other
Guild activities.
These SIGs currently are: Book Group, Computer Users, Discussion in Depth
(Current Events), French, German, History, Italian, Music Appreciation,
Play Reading, Poetry, and Spanish.
The Poetry group is as old at the Guild. Others (Chess, Philosophy, Russian,
etc.) have come and gone as interest waxed and waned. SIG membership numbers
from six to 20. The languageSIGs operate more like college classes, each
conducted by a retired university professor. The other SIGs are more freewheeling.
The function much like seminars. Each SIG has a leader (usually the person
most interested in the subject). Procedure is informal with all participants
contributing to the discussion, drawing upon their reading, travels and
experiences.
Let me describe the History SIG, of which I have been a member for eight
years. It has 20 members, of whom 14 or 15 are regulars. Each June we
agree upon one or two books to be taken up the following academic year.
Members purchase the books over the summer. Our leader -- a retired attorney
who started the SIG -- divides each book into segments to be discussed
at each of our twice-monthly sessions. He distributes copies of the schedule
at the first session each fall and customarily leads the discussion that
day. Other members volunteer to lead the others. The SIG has as members
one other retired attorney, two former business executives, a still partly
active owner of real estate, a former newspaper editor, four former teachers,
a former radio producer, a couple of housewives who have been much involved
in community life, etc.
Although it is history that is on the table for discussion, members
draw upon their varied backgrounds to add substance to the sessions. I
come away from each gathering enlightened and enriched. I know others
do too. And the talk and camaraderie often continue after adjournment
at an area coffee shop.
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May 17, 2008
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