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Developed by [[Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<ref>Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970-77.</ref> One other notable collaborative application of an ARS is the method Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn]</ref>
A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<ref>{{cite journal | last1=Dufresne | first1=Robert J. | last2=Gerace | first2=William J. | title=Assessing-To-Learn: Formative Assessment in Physics Instruction | journal=The Physics Teacher | publisher=American Association of Physics Teachers (AAPT) | volume=42 | issue=7 | year=2004 | issn=0031-921X | doi=10.1119/1.1804662 | pages=428–433| bibcode=2004PhTea..42..428D }}</ref>
==References==
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