What if your next class felt more like a lively discussion than a boring one-way monologue? Peer Instruction (PI) and Team-Based Learning (TBL) are two evidence-based ways to turn passive listeners into active learners.
However, each follows a very different playbook. They differ in structure, purpose, and outcomes.
If you're wondering which approach would work best for your classroom, this article will walk you through what each method looks like, where they work best, and how to decide which one suits your teaching goals.
What Is Peer Instruction?
Peer Instruction is modified from the “Think-Pair-Share” teaching model pioneered by Harvard physicist Eric Mazur in the early 1990s. He introduced it to tackle low engagement and deepen conceptual understanding in large lectures.
PI’s Structure:
- Pre‑Class Preparation: Students engage with assigned readings or videos and often answer preparatory questions via Just‑in‑Time Teaching.
- ConcepTest via Individual Vote: Instructor poses a short, multiple-choice question targeting a known “bottleneck” concept, and students first respond individually via clicker, mobile poll, or colored card.
- Peer Discussion: Students explain their reasoning to a partner or small group.
- Revote: Students answer the same question again. Correct responses typically increase.
- Wrap-Up: Instructor gives a brief mini-lecture to address any remaining misconceptions.
Benefits of PI: When is it ideal to use PI?
PI is particularly useful for large, concept-heavy courses (e.g., physics, engineering, economics, medicine) where one-on-one interaction is limited but rapid feedback is crucial.
An advantage of PI is that it demands minimal prep beyond selecting key bottleneck concepts because it only requires crafting a few well-designed ConcepTests.
Its low-stakes voting mechanism also keeps students engaged and accountable, while real-time insights into their answers lets teachers address misconceptions on the spot.
What Is Team-Based Learning?
Team-Based Learning (TBL) was pioneered by Larry Michaelsen at the University of Oklahoma in the 1970s to foster sustained teamwork, deepen application of content, and build individual accountability within courses of any size, format and discipline.
TBL’s Structure:
- Prework: Students study assigned materials and complete readiness questions to build foundational knowledge.
- Individual Readiness Assurance Test (iRAT): Individual closed-note quiz on pre-class content.
- Team Readiness Assurance Test (tRAT): Same quiz retaken as a team with immediate-feedback.
- Clarifications: Teams submit any clarification requests for questions and topics they’re unsure of. The instructor provides these brief conceptual explanations before proceeding to the application exercises.
- Application Exercises: Permanent teams solve complex, real-world problems, make a decision, and simultaneously report their solutions. Application exercises are not graded but meant to enhance student understanding of key concepts. Instructors generate inter-team discussions in the classroom leading students to debate their rationales for the best answer choice. A brief explanation of the correct response is provided by the instructor.
- Peer Evaluation: Students provide structured ongoing formative feedback as well as end of course summative feedback on teammates’ contributions, ensuring accountability and team development.
Benefits of TBL: When is it ideal to use TBL?
TBL excels in courses where you want students to apply concepts deeply over time and develop skills such as critical thinking, problem-solving and collaboration that will help them to be workforce ready.
By organizing learners into permanent teams, TBL also fosters genuine, sustained teamwork. The readiness assurance tests and application exercises also demand higher-order problem solving.
While it requires upfront design of readiness assurance tests and application activities, the payoff is high: students stay committed to their permanent teams, grapple with real-world problems, and benefit from both individual and group accountability throughout the term.
How should I choose between PI vs TBL?
Both PI and TBL offer powerful ways to transform passive lectures into vibrant, student-centered sessions. Yet, each targets different goals.
PI delivers instant, formative feedback on core concepts, making it perfect for quick misconception checks. Also by allowing peers to interact with each other, misconceptions can be more easily spotted and corrected between novice learners before the expert instructors weigh in.
TBL builds permanent teams, drives higher-order problem solving, and fosters deep, sustained collaboration through structured readiness assurance tests, real-world based application exercises, and peer evaluation.
It is important to note that you don’t have to pick one method exclusively. If it’s relevant, you can consider starting with PI to prime conceptual knowledge, then transition to TBL for in-depth group work and lasting collaboration.
Ready to take the next step? Download our free PI vs TBL comparison infographic by joining our free InteDashboard TBL Community of 600+ educators worldwide. In this TBL Community you also get to network, share resources, and get expert advice on TBL.
