Peer-Led Team Learning supported by FeedbackFruits

Empower students through collaborative, student-driven learning—enhance problem-solving, communication, and leadership skills with peer-led team learning.
Author: Naryman Mustafa
Former Instructional Designer at UCSF with expertise in e-learning, faculty training, and curriculum development, holding Master’s degrees in Instructional Science and Technology from CSU Monterey Bay and TESOL from Alliant International University.
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What is peer-led team learning?

Peer-led team Learning (PLTL) is an active, student-centered instructional model in which small teams collaborate to solve complex problems under the guidance of a peer leader—a student who has successfully completed the course and received training in facilitation. This structured, discussion-based approach shifts learning from passive reception to active problem-solving and inquiry-driven dialogue.

Why peer-led team learning?

Peer-Led Team Learning (PLTL) is backed by a growing body of research demonstrating its effectiveness in improving student engagement, academic performance, and retention across a wide range of disciplines, with especially strong results in STEM fields. By positioning trained peer leaders to facilitate small-group problem-solving sessions, PLTL creates a collaborative and supportive learning environment where students actively engage with course material rather than passively receiving information. This structure not only reinforces subject mastery but also promotes the development of critical thinking, communication, and teamwork skills.

Enhancing academic performance

Studies show that PLTL improves student retention and achievement, particularly in STEM disciplines, by fostering engagement in structured, peer-led problem-solving activities.
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Mintz, 2022
Peer-Led Team Learning: A Student-Faculty Partnership for Transforming the Learning Environment

Developing leadership and communication

Serving as peer leaders allows students to develop leadership, communication, and facilitation skills, preparing them for roles in academia and industry.
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AE Dreyfuss, et al., 2021
A Short Guide to the Practice of Peer-Led Team Learning

Strengthening community

CRT creates an inclusive environment where students feel respected and valued, fostering collaboration, trust, and deeper engagement while embracing diverse perspectives.
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University of Texas Rio Grande Valley, 2022
Peer-Led Team Learning
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How does FeedbackFruits support peer-led team learning?

FeedbackFruits supports Peer-Led Team Learning (PLTL) by offering collaborative learning activities that foster peer discussion, evaluation, and knowledge construction, making it an effective platform for this pedagogy. Group Member Evaluation can be used after problem-solving sessions to encourage accountability and self-reflection, as students assess their peers’ contributions and ensure equitable participation.

Peer Review further enhances critical thinking by allowing students to provide structured, constructive feedback on reports or reflections developed through team collaboration, helping peer-led groups refine their ideas and solutions. In addition, Discussions enable peer leaders to guide structured, inquiry-driven conversations by posing open-ended questions that prompt teams to explore multiple perspectives and justify their reasoning.

Together, these activities strengthen the PLTL model by creating interactive and accountable learning environments that empower students to take ownership of their learning.

Get started with peer-led team learning using our pre-made learning templates

These templates—designed by experienced educators—offer proven structures for implementing peer-led team learning. Simply select a template, customize it, and launch engaging activities in minutes.
Browse all templates
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Intermediate (10-30 min)

Gamified peer feedback: Leveling up through constructive critique

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Intermediate (10-30 min)

CBE skill review with a Mastery Check rubric

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Intermediate (10-30 min)

Gamified quiz for competition, debate, and learning

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Low (<10 min)

Cultural Reflection Discussion

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Intermediate (10-30 min)

Social-Emotional Learning based Peer Review

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Intermediate (10-30 min)

Strengthening research quality through structured peer feedback

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Low (<10 min)

Unpacking Misconceptions through Discussions

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Low (<10 min)

Exploring Intersectionality Through Interactive Video

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Low (<10 min)

Self-Reflection: Connecting Learning to Personal Growth

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Low (<10 min)

Co-Designing the Course: Interactive Syllabus Feedback

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Low (<10 min)

Designing Personalized Learning Through Student Choice

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Low (<10 min)

Reflection on Socratic discussions with guided rubric

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Intermediate (10-30 min)

Reflection and peer exchange around an ethical dilemma

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Intermediate (10-30 min)

Using critical discussion to build upon arguments

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Intermediate (10-30 min)

Interactive case study discussion around an ethical dilemma

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Intermediate (10-30 min)

Showcasing evolving perspectives through revision, peer critique, and reflection

Critical thinking
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Intermediate (10-30 min)

Transformative Learning: Group discussion and self-reflection

Critical thinking
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Intermediate (10-30 min)

Challenging cognitive biases through reflection and peer feedback

Critical thinking
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Intermediate (10-30 min)

Exploring Hofstede's dimensions of culture through discussion

Critical thinking
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Intermediate (10-30 min)

Holistic team collaboration evaluation

Collaboration
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Low (<10 min)

Interactive course syllabus

Collaboration
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Intermediate (10-30 min)

Peer workshop: Personal essay for creative writing

Collaboration
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Intermediate (10-30 min)

Role play self-assessment using SPIN Selling methodology

Critical thinking
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Intermediate (10-30 min)

Peer Review: Role play self assessment

Critical thinking
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Intermediate (10-30 min)

Create Final Assessment Instructions using GRASPS Framework

Critical thinking
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Intermediate (10-30 min)

Real-world problem-solving lab

Critical thinking
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Intermediate (10-30 min)

Social annotation of diverse perspectives

Critical thinking
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Intermediate (10-30 min)

Peer-Learning: Discuss your Frayer Frame

Collaboration
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Critical analysis of GenAI content

Problem-solving
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Peer review of AI-generated content

Problem-solving
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Low (<10 min)

CBE peer review: Skills in action (Video or podcast-based)

Knowledge uptake
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Intermediate (10-30 min)

Share and discuss solutions for TBL (with AI reflection coach)

Problem-solving
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Intermediate (10-30 min)

Application exercise for TBL (with AI Discussion Coach)

Problem-solving
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Intermediate (10-30 min)

Team formation for TBL

Collaboration
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Low (<10 min)

Strengthening soft skills through peer feedback

Problem-solving
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Low (<10 min)

Perspective swap discussion

Collaboration
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Low (<10 min)

Getting organized! Selecting the topic for the project

Collaboration
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Low (<10 min)

Interdisciplinary project: Group member assessment & reflection

Collaboration
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Low (<10 min)

Self Reflection of AI-generated Content

Critical thinking
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Low (<10 min)

Creating effective student groups

Critical thinking
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Low (<10 min)

Individual and group quiz in team-based learning

Collaboration
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Low (<10 min)

Creating effective student groups

Collaboration
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Intermediate (10-30 min)

Prompt-based open discussion

Critical thinking
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Low (<10 min)

Low-stakes knowledge check

Problem-solving
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Low (<10 min)

Instructor feedback on oral presentations

Collaboration
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Low (<10 min)

Self-assessment on skills | Reflection moments

Critical thinking
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Intermediate (10-30 min)

Interactive lecture presentation

Problem-solving
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Intermediate (10-30 min)

Guided reading comprehension

Knowledge uptake
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Intermediate (10-30 min)

Individual and group quiz in team-based learning

Problem-solving
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High (>30 min)

Self-assessment on deliverables

Knowledge uptake
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High (>30 min)

Pre-class preparation on a document

Collaboration
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High (>30 min)

Pre-class preparation on a video

Collaboration
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High (>30 min)

Pre-class preparation on an audio file

Collaboration
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Low (<10 min)

Instant AI feedback on students' essays

Knowledge uptake
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Low (<10 min)

Instant AI feedback on research paper

Knowledge uptake
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Low (<10 min)

Introduction to course syllabus – Comprehension exercise

Knowledge uptake
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Low (<10 min)

Group collaboration evaluation for graduates

Collaboration
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Low (<10 min)

Undergraduate group evaluation

Collaboration
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Intermediate (10-30 min)

Instructor feedback on student research paper

Knowledge uptake

Peer-led team learning, directly within your LMS

FeedbackFruits integrates seamlessly with your Learning Management System, making it simple to incorporate peer-led team learning activities into your existing courses. Whether you teach online, hybrid, or face-to-face, FeedbackFruits ensures that activating student participation is just a few clicks away—no additional overhead, no steep learning curve.
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Explore our free resources about peer-led team learning

Facilitating group work and peer assessment at business schools

A full guide to help educators create meaningful learning experiences that welcome and motivate every student.
Read more

Culturally Responsive Teaching: a guide

Explore two strategies to create learning environment that address students’ diversity and background, culture, and ability.
Read more

Making group work "work": Scaling collaboration and feedback for active learning at Yale University

In this article, we explore the definition, benefits, and criteria of RSI. It also offers four top tips to incorporate RSI into your online course design.
Read more

See what FeedbackFruits learning activities can be used to support peer-led team learning

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Teacher Feedback

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Self-Assessment

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AI Feedback

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Quiz

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Peer Review

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Group Evaluations

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Peer-led team learning is hard. FeedbackFruits makes it easier.

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