2011/12 palsi leader training i
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PALSI Leaders Workshop IPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and General Education (EDGE)31 August, 2011
Why are you here?What is PALSI or peer assisted learning? Why?
PALSI Leaders?
Intended Outcomes for this Workshop
• Identify the PALSI scheme’s intended learning outcomes
• Describe the expectation of a PALSI Leader • Develop a systematic approach to manage
each PALSI session• Identify the logistics and related requirements
PALSI is a peer-assisted learning scheme using Supplemental Instruction (SI) model. PALSI aims at enhancing students'
understanding in course materials and improve students’ overall learning and reasoning skills.
Regularly scheduled, out-of-class and peer-facilitated review sessions are open to all students taking the PALSI courses.
PeerSenior year students who have performed well in the department core courses. Not necessary experts. They should possess• content knowledge•positive attitude•effective learning strategies
AssistedNo spoon feeding!PALSI Leaders should design and arrange the sessions to encourage active, collaborative and reflective learning.
Maricopa Community Colleges (1997)V. Miller et al (2006)
?
LearningHow does learning happen?What is effective learning? Consider
Content knowledgeIntellectual thinking skillsLearning needs & attitudeLearning strategies and skillsDeep learning
How to encourage active, reflective and collaborative learning?passive recipients of
knowledgeactive thinking and
meaning makingeffective learning
extrinsic“I have to learn it or I will fail the course.”
intrinsic“I am really interested in
this subject.”
source of motivation
insensitive, indifferent & stressful
respective, caring & delighted
relationship & atmosphere
Lower thinking order e.g. remembering,
understanding
Higher thinking order e.g. application, analysis,
evaluation, problem solving & creation
demand & challenge
abstract, academic & theoretic
authentic, practical & contextualised
subject & task
Learning Styles
Archway School (2011)
R. Felder et al (1988)Image source: Mindtools.com
Find out your learning style: Index of Learning Styles Questionnairehttp://www.engr.ncsu.edu/learningstyles/ilsweb.html
Learning Styles
Learning Styles
D. Schaller (2004)
How to encourage active, reflective and collaborative learning?
Leader behavior:encourage questionsprompt, probere-direct questionslisten for answersprovide timely feedback
V. Miller et al (2006)
PALSI
Students???
PALSI sessions???
The Four Levels of Competence
http://www.managetrainlearn.com/page/conscious-competence-ladderhttp://www.mindtools.com/pages/article/newISS_96.htm
Level 1: Unconscious Incompetence
Level 2: Conscious Incompetence
Level 3: Conscious Competence
Level 4: Unconscious Competence
6 Intellectual Thinking Skills & Learning Outcomes
REMEMBERING
UNDERSTANDING
ANALYZING
APPLYING
EVALUATING
CREATING
Revised Bloom Taxonomy, L. Anderson, 1990
DHS Training Standards Guide (2008)
Identify the intended learning outcomes and expectation from the teachers.
What is your learning strategy for Outcomes Based Teaching & Learning?
The 7 Habits of Highly Effective PeopleAs a leader or effective learner, do you possess these habits?
Do they help enhance learning?
How to encourage and guide your PALSI Students to develop skills sustainable?
S.R. Covey (1989)Image source from www.change-management-coach.com
Image source from wikipedia http://en.wikipedia.org/wiki/File:The_7_Habits_of_Highly_Effective_People.jpg
World rankings129 QS World University Rankings 2010
15 QS Asian University Rankings 2011
It is a knowledge hub where you can
collaborate with a lot of masters, peers
and friends through different activities
and make use of resources and services
to facilitate your own journey of
knowledge, discovery and innovation.
Planning your sessions
• Review the scheme’s intended outcomes• Remember your role & responsibility• Reflect on your learning experience• Identify some potential learning needs and
challenges your PALSI students may encounter• Prepare yourselves an attitude to listen and
eager to understand and share• Encourage active, reflective and collaborative
learning• Prepare yourselves for EACH session
Preparing EACH sessionContent & Activity
Arrive at the session early
Greetings
Agenda
Conclusion of the session
Preparing EACH sessionContent & Activity
Arrive at the session early
• Arrange the seats to suit the activities• Prepare notes, books and stationeries
Greetings
• Welcome everyone & allow some time for every member to settle
Agenda
• Set the agenda and agree on the main topics to cover or work out• Encourage questions, answers and feedback from every member• Recall prior knowledge and experience • Arrange discussion and other learning activities to engage everyone• Pay attention to both verbal and non-verbal communications• Prioritize the tasks and activities
Conclusion of the session
• Let you or PALSI Students to help summarise what have been covered or important points and what they have learnt etc.
• Mark attendance & keep documentation
Preparing the 1st session Content & Activity
About me & you
Learning
PALSI scheme and sessions
Conclusion
Preparing the 1st session Content & Activity
About me & you
Introduce yourself & know each otherFirst year experience
Learning
Identify each other’s learning styles & needsDiscuss effective learning strategies My goals and plans for University study
PALSI scheme and sessions
Discuss the outcomes & understand each other’s expectationTalk about the nature of the course and discuss effective learning approachesReach consensus on the topics and formats of the sessionsState some rules or principles for the group
Conclusion
Let you or PALSI Students to help summarise what have been covered or important points and what they have learnt etc.Plan for the next session: AgendaMark attendance & keep documentation
Intended Learning Outcomes
• identify their own learning needs & interests
• apply effective learning attitude, strategies and skills
• collaborate with other learning partners to learn more actively and reflectively
• explain the expectations and outcomes of your own programme and courses
• identify opportunities for discovery and innovation
Through the peer assisted learning scheme, PALSI students are expected to be able to
How well have you achieved these ?
What is that to me?What is your own goal in this scheme
develop better understanding of the subjects develop better team work,
communication and leadership skills
identify opportunities and approaches for knowledge discovery and innovation
See you again in the next PALSI Leader Workshops!
Should you have any query, please contact us and your teachers.
http://www.cityu.edu.hk/edge/palsi
ReferencesAnderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's
Taxonomy of educational objectives: Complete edition, New York : Longman.
Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.
Felder, R.M. and Silverman, L.K. (1988) "Learning and Teaching Styles in Engineering Education“, Engr. Education, 78(7), 674-681 (1988). Retrieved on August 26, 2011, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
Miller, V. , Oldfield E. , Murtagh Y. (2006). “Leader Development Handbook”, Peer Assisted Study Sessions, The University of Queensland. Retrieved on 24 August 2011, from http://www.science.uq.edu.au/pass/index.html?page=138152
Maricopa Community Colleges. (1997). “learning@maricopa.edu”. Retrieved on 24 August 2011, from http://www.mcli.dist.maricopa.edu/learning/pubs/oct97/li_multi.html
Mindtools.com. (2011) Learning Styles, Understanding your learning preference http://www.mindtools.com/mnemlsty.html
Oregon Department of Human Services. (2008). DHS Training Standards Guide – Version 1.0. Retrieved on 24 August 2011, from http://www.dhs.state.or.us/training/ssp/docs/TrainingStandards05-1408.pdf
Schaller, D. (2004) Practicing What We Teach: how learning theory can guide development of online educational activities. Eduweb. Retrieved from August 26, 2011, from http://www.eduweb.com/practice_teach_full.html
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