inspired by the learning of other students … pal
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Inspired by the learning of other students … PAL. Rob Vierendeels Andrea Cools Steven Bax Stig Broeckx Els Campforts Inge Clijsters. - PowerPoint PPT PresentationTRANSCRIPT
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Inspired by the learning of other students … PAL
Rob VierendeelsAndrea Cools
Steven BaxStig Broeckx Els CampfortsInge Clijsters
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Quiz:- Who learns the most tutor or
tutee?- What are the differences
between working tutees and “normal” tutees
- 4 hours of tutor training does not help ? (T, F)?
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Pal in KHKempen
In 9 departmentsSeveral projects and variants
One example
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Tutors…inspired by PAL
Rob Vierendeels
OOF-Project Pal scoort op vele velden
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Integration of research and education:Scientific project- Do research- Execute project- Evaluate- Presentation of results
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Quiz:
- Who learns the most: tutor or tutee?
- What are the differences between working tutees and
“normal” tutees- 4 hours of tutor training does
not help a lot (T, F)?
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Tutoring:More than teaching?!
FC Tutters: Steven Bax 2 Bio 1Stig Broeckx 2 Bio 1Els Campforts 2 Bio 2Andrea Cools 2 Bio 2Inge Clijsters 2 Bio 2
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Introduction Pal
Interaction with teaching staff
Tutor sessions
Working students
Research
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Stig Broeckx
Introduction Pal
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Peer Assisted Learning
• Peers• “Those who teach, learn twice.”
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TUTORS
“Teaching” students
No authority
Co-student, facilitator guide, coach
Speak and listen!
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PEER TUTORING
Same level
• Equal status• Unequal status
Cross level
• Other institution• Other year
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METHODE
Start from available material Share experiences Expectations of potential tutees
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DISCIPLINES IN LITERATURE
MedicalMath - ScienceLanguage : p.e. migrants
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PROJECT
Tutees•Individual help•First year students•Same major, other year•AND working students
Disciplines•Math•chemistry
Level•Same level•Cross level -- age difference for working students
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Interaction with lecturers
• Inge Clijsters
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TUTORS V E R S U S LECTURERS
Tutors•No expert•More time to spend to an individual student•More concerned on student •Small difference in age•More quantity•Less quality
Lecturer•Expert•Less time
•Less concerned on individual, more on the group•More difference in age•Less quantity•Better quality
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COMMUNICATION
• Start project: meeting with coordinator
and lecturers• Mail – forum – weekly meeting• A lot of attention• No enemies• Insight in self evaluation tests – analysis of test results
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EVALUATION
With coordinator:• Functionality meetings• Logbook• Reflection papers
Briefing to lecturers :• Communication of common problems• Improvement
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Tutor training
Tutor training, focus on
• Communication skills• Feedback• Guidance techniques• Organization of sessions
Tutor training
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Tutor sessions
Steven Bax
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PREPARATION
Content
Which subject?What is the problem?Tutor and tutee prepared!
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PREPARATION
Practical
Contact (mail, face to face, toledo)Making an appointmentPreparing materials
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Ready, set, ... Tutee at his ease
Action!
Detect start situation Start from questions of tutee - Small steps - Motivate, stimulate, give compliments! Keep it pleasant Question technique
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EVALUATION
QualitativeRapportsIntrospectionsReflectionsObservationQuantitativeNotesPublicationsPaperPresentation
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Working students
• Andrea Cools
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Differences ?
Workingstudent
• differences:• between tutees• tutor
• Faster tempo• Big quantity of material• Group • General overview
Regular student
• Negligble differences• Normal tempo• Details, smaller quantity• Personal• Specific questions
TIME MANAGEMENT
SESSION
AGE
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Process
preparation
• planning• communication• Choise of teaching materials
session
• introduction• central part• conclusion
evaluation
• tutor by tutee• tutee by tutor• with coordinator
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Intro
subjectframework
planning
PROCESS
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Central
part
MethodCentral topicEvaluation tutee
PROCESS
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end
revisiontipsevaluation tutor
PROCESS
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Research
• Els Campforts
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BACKGROUND MATERIAL
School of Biotechnology, DublinMaths en Chemistry
• Tutees control group• Evaluation
• Question list• Results intermediate tests + exams
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RESULTS
• Several disciplines• Significant influence on math and
chemistry
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Het eff ect van tu tors op de prestaties bij de testen van w iskunde.U itleg: D e eerste drie tes ten vonden p laats tijdens de eers te sem ester en de ander drie testen tijdens de tw eede sem ester. Er w as een heel hoog signifi cant inv loed van de tutors ( p= 0 ,0 01) . De verschillen door de tu torsessie z ijn het best te zien bij de progressieve verbeter ing van testen 1 tot 4
bere
kent
gemi
ddeld
e (%
)
n ie t- tu te e tu te e
Mea
n (%
)
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resultaten 1998-2000
niet-tutee tutee
Het effect van tutoren op de examenprestatiesUitleg: De tutorsessie verhoogde de behaalde percentage van de examens wiskunde (Ms125; p=0.006), organische en anorganische chemie (CS101; p=0.003) en fysische en analytische chemie (CS102; p=0.001) significant. De uitslagen van de controlegroep voor deze vakken waren niet significant verschillen dan de behaalde procenten van de drie vorige jaren ( p- waarden respectievelijk: 0.606, 0.75 en 0.905). De verschillende uitkomsten tussen de tutees en de niet-tutees in biologie en fysica (welke niet aanbod kwamen bij de tutorsessies) waren niet significant (deze resultaten zijn dan ook niet weergegeven in de grafiek)
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RESULTS
Significant difference tutee non-tuteeBetter success rates
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Quiz:
- Who learns the most tutor or tutee?
- What are the differences between working tutees and
“normal” tutees- 4 hours of tutor training does
not help a lot (T, F)?
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Andrea
Inge
Steven
Stig
Els
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