The Peer-Led Team Learning Model:

Engaging Students in

Mathematics and Science

PRESENTERS: P :

Janet Liou-Mark, AE Dreyfuss, Laura Yuen-Lau

PEER LEADERS:

Mursheda Ahmed, Amelise Bonhomme, Juan Meija, Beili Wang, Karmen Yu, and Yi Ming Yu

NEW YORK CITY COLLEGE OF TECHNOLOGY

CITY UNIVERSITY OF NEW YORK

Supplemental Instruction Mini Conference

Lehman CollegeOctober 7, 2011

What is peer-led team learning?

The PLTL Workshop model engages teams of six to eight students in learning sciences, mathematics and other undergraduate disciplines guided by a peer leader.

Funded by NSF DUE from 1991 – 2005.Funded by NSF DUE from 1991 – 2005.

Honored with the 2008 James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry (by NESACS) to David Gosser, Jack Kampmeier, and PratibhaVarma-Nelson.

Currently a core leadership team and a loose affiliation of faculty from 80+ institutions who have adopted (and adapted) the model, spanning all the STEM disciplines and beyond in courses from the freshman to senior level.

Peer-Led Team Learning (PLTL)

�� Peer Peer : A more experienced undergraduate student : A more experienced undergraduate student who has recently completed the course with a good who has recently completed the course with a good grade.grade.

�� LedLed:: Refers to leadership. A leader is a guide to Refers to leadership. A leader is a guide to others. Goes through extensive training to assume this others. Goes through extensive training to assume this others. Goes through extensive training to assume this others. Goes through extensive training to assume this role.role.

�� TeamTeam: A group of 6: A group of 6--8 people who work together to 8 people who work together to achieve a common goal. achieve a common goal.

�� LearningLearning:: The goal of the team is to learn subject The goal of the team is to learn subject material. material.

PLTL Workshop Model

�� provides an active learning experience for provides an active learning experience for

studentsstudents

�� creates a leadership role for undergraduatescreates a leadership role for undergraduates

�� engages faculty in a creative new dimension of engages faculty in a creative new dimension of engages faculty in a creative new dimension of engages faculty in a creative new dimension of

instructioninstruction

The Critical Components of Successful The Critical Components of Successful

PLTL WorkshopsPLTL Workshops

The "critical components" are a set of The "critical components" are a set of benchmarks that have been arrived at through benchmarks that have been arrived at through the project evaluation (NSF, 1995the project evaluation (NSF, 1995--2000).2000).the project evaluation (NSF, 1995the project evaluation (NSF, 1995--2000).2000).

1. Workshops are an integral part of the course

�� The workshop is a regular course component which The workshop is a regular course component which all students are expected to attend. all students are expected to attend.

�� Each group meets on a weekly basis under the Each group meets on a weekly basis under the guidance of an assigned leader.guidance of an assigned leader.

Problems presented are tied to the course schedule Problems presented are tied to the course schedule �� Problems presented are tied to the course schedule Problems presented are tied to the course schedule so that the necessary background has been discussed so that the necessary background has been discussed in lecture.in lecture.

This component is one place where PLTL and SI models diverge:

- SI focuses on courses where there is a high risk of failure (high withdrawal and failure rates), and SI sessions are not mandatory for students taking such a course

2. The faculty are closely involved

�� The Faculty are responsible for ensuring that the The Faculty are responsible for ensuring that the

workshop modules are closely coordinated with workshop modules are closely coordinated with

course goals.course goals.

�� Faculty meet with peer leaders and model ways Faculty meet with peer leaders and model ways

to manage interpersonal dynamics within a team.to manage interpersonal dynamics within a team.to manage interpersonal dynamics within a team.to manage interpersonal dynamics within a team.

This component is also where PLTL and SI diverge:

- SI leaders may meet with faculty to discuss class test results and learning strategies

- SI leaders have support from learning specialists connected with the campus tutoring program or SI program.

3. The peer leaders are trained

� The faculty and learning specialists need to be

closely involved in training the peer leaders.

� Peer leaders learn to be guides or facilitators, and

not lecturers.

� Peer Leaders are instructed in some learning � Peer Leaders are instructed in some learning

theory and teaching strategies that engage

students in group discussion.

This component is where PLTL and SI converge:

- SI leaders are trained in effective learning strategies for the course content, collaborative learning techniques and group dynamics

4. The Workshop modules are challenging

� Each workshop session is built around a set of problems and activities.

- The modules are designed and structured by the faculty

member.

- They focus on a central idea and help students attain their - They focus on a central idea and help students attain their

course goal.

� The peer leader must work to actively engage the students with the materials and with each other.

This component is where PLTL and SI diverge:

- SI sessions focus on the course content and the faculty’s teaching methodology. Pedagogy is central to the SI model.

5. Organizational arrangements are optimized

�� Time and space are major issuesTime and space are major issues

-- Workshop sessions require a space conducive to small Workshop sessions require a space conducive to small

group discussion.group discussion.

�� Workshops must be scheduled in advance.Workshops must be scheduled in advance.

�� The Workshop model recommends:The Workshop model recommends:�� The Workshop model recommends:The Workshop model recommends:

-- a twoa two--hour workshop, held once a week with 6 hour workshop, held once a week with 6 -- 8 students.8 students.

-- attendance be required. attendance be required.

This component is where PLTL and SI converge:This component is where PLTL and SI converge:

-- SI sessions are scheduled for specific times and locations. SI sessions are scheduled for specific times and locations. Group size is intended to accommodate all students in a Group size is intended to accommodate all students in a section of a course.section of a course.

-- Attendance is open to all students enrolled but is voluntary.Attendance is open to all students enrolled but is voluntary.

6. There is institutional support

� The PLTL Workshop approach can be successfully

institutionalized when: - the administrators understand that its goals coincide with

the larger goals of the college and the department,

- the administration recognizes and rewards innovative and

effective teaching, andeffective teaching, and

- logistical and financial support are provided as well.

This component is where PLTL and SI diverge:

- SI as an organized, internationally-recognized program with its own training and certification process is usually part of the academic support system on campus.

Sample WorkshopSample Workshop

�� KineticsKinetics

�� DiscussionDiscussion

What is a Peer Leader?What is a Peer Leader?

�� A student (peer) who A student (peer) who recentlyrecently took the course and did well (A took the course and did well (A

or B grade) or B grade)

�� Selected for academic skills: An expert studentSelected for academic skills: An expert student

�� Selected for personal skills (Interviewed):Selected for personal skills (Interviewed):�� Selected for personal skills (Interviewed):Selected for personal skills (Interviewed):

�� Interactive, communicative, supportive, positive, Interactive, communicative, supportive, positive,

responsiveresponsive

�� Respects and understands othersRespects and understands others

�� NOT an answerNOT an answer--giver giver ------ NOT an authorityNOT an authority

�� Is compensated in dollars or credit or other meansIs compensated in dollars or credit or other means

Why is Leader Training a Critical Component?

�� The Workshop Project’s summative The Workshop Project’s summative

evaluation identified leader training as one evaluation identified leader training as one

of the critical components.of the critical components.

�� Without leader training, workshop leaders Without leader training, workshop leaders

tend to default to what they have been tend to default to what they have been

trained to observe trained to observe -- recitation and lecture.recitation and lecture.

What? No Answer Key?

� Working without a net is like the real world and like

the exam too!

� Believing in oneself as a real problem solver

� Learning how to construct answers

� How to evaluate different answers

� How to test for ambiguity

� How to test for completeness

PeerPeer--Assisted Learning (PAL) Workshops Assisted Learning (PAL) Workshops

at City Techat City Tech

Workshops in Mathematics Workshops in Mathematics

MAT 1180: Mathematical Concepts and Applications MAT 1180: Mathematical Concepts and Applications

MAT 1175: Fundamentals of Mathematics MAT 1175: Fundamentals of Mathematics

MAT 1275: College Algebra & TrigonometryMAT 1275: College Algebra & Trigonometry

MAT 1375: MAT 1375: PrecalculusPrecalculus

MAT 1475: Calculus IMAT 1475: Calculus I

MAT 1575: Calculus IIMAT 1575: Calculus IIMAT 1575: Calculus IIMAT 1575: Calculus II

MAT 2675: Calculus IIIMAT 2675: Calculus III

Workshops in ScienceWorkshops in Science

CHEM 1110: General Chemistry I CHEM 1110: General Chemistry I

CHEM 1210: General Chemistry II CHEM 1210: General Chemistry II

CHEM 2223: Organic Chemistry ICHEM 2223: Organic Chemistry I

CHEM 2323: Organic Chemistry IICHEM 2323: Organic Chemistry II

PHYS 1433: Physics 1.2PHYS 1433: Physics 1.2

BIO 1101: Biology IBIO 1101: Biology I

BIO 2311: Human Anatomy and PhysiologyBIO 2311: Human Anatomy and Physiology

Academic Inventory Module (AIM) for Academic Inventory Module (AIM) for

Success in Mathematics Success in Mathematics

ParticipantsParticipants

� First-year students enrolled in a first credit-bearing mathematics course,

Fundamentals of Mathematics (MAT 1175) during the 2009 -2010 academic year.

� Cohort 1 consisted of 22 (from a total of 27) self-selected students who enrolled

in the AIM for Success in Mathematics program

� Cohort 2 was a MAT 1175 class with a PLTL workshop component integrated in Cohort 2 was a MAT 1175 class with a PLTL workshop component integrated in

the course where 23 of the 33 students were freshmen taking the course for the

first time.

� Of the total 45 participants, 40% (18) were the first in their families to attend

college and 73.3% (33) were from underrepresented minority groups.

� The comparison group consisted of 20 first-year undergraduate students enrolled

in a learning community with 75% (15) of the students from underrepresented

minority groups.

Grades of PAL Workshop Attendees, PAL Workshop Grades of PAL Workshop Attendees, PAL Workshop

Embedded in Course and Comparison Group Embedded in Course and Comparison Group 20092009--20102010

Grade

Cohort 1

(PAL Workshop

Attendees)

(n=22)

Cohort 2

(PAL Workshop

Integrated in Course)

(n=23)

Comparison

Group

(n=20)

ABC 77.3% (17) 91.3% (21) 45.0% (9)

ABCD 86.4% (19) 95.7% (22) 65.0% (13)

F 9.1% (2) 0.0% (0) 20.0% (4)

Withdraws 4.5% (1) 4.3% (1) 15.0% (3)

Departmental Final Exam GradesDepartmental Final Exam Grades

�� The mean grade on the departmental final exam for Cohort2 (M=75.0, The mean grade on the departmental final exam for Cohort2 (M=75.0,

SD=16.7) was higher than the comparison group (M=49.9, SD=19.8). The SD=16.7) was higher than the comparison group (M=49.9, SD=19.8). The

results from an independent sample’s tresults from an independent sample’s t--test showed that there was a test showed that there was a

statistically significant difference [statistically significant difference [tt(35)=4.158, (35)=4.158, p =.p =.000] between the two 000] between the two

groups, indicating that the treatment of having PAL workshops helped groups, indicating that the treatment of having PAL workshops helped

students improve their departmental final exam score. students improve their departmental final exam score.

�� To investigate if PAL workshops, given as a separate component of class or To investigate if PAL workshops, given as a separate component of class or

as an integral part of class, impact students’ final grades, an independent as an integral part of class, impact students’ final grades, an independent

sample’s tsample’s t--test was conducted. The average final grade was lower for test was conducted. The average final grade was lower for

Cohort 1 (M=2.38, SD=1.3) compared with Cohort 2 (M=2.77, SD=1.0). The Cohort 1 (M=2.38, SD=1.3) compared with Cohort 2 (M=2.77, SD=1.0). The

difference in average final grade was not statistically significant [difference in average final grade was not statistically significant [tt(43)=1.125, (43)=1.125,

p =.267p =.267] for the two groups, showing that workshops, whether embedded in ] for the two groups, showing that workshops, whether embedded in

a class or not, in this case did not make a distinction on the final grade for a class or not, in this case did not make a distinction on the final grade for

the course. the course.

Mathematics Self-Efficacy, Task Value, and Goal

Orientation Pre- and Post-Survey Results

A paired sample’s t-test showed statistically significant differences

after the intervention in the following areas:

� I am certain I can understand the ideas taught in the

mathematics course [t(43)=2.764, p =.008]

� I expect to do very well in the mathematics class I expect to do very well in the mathematics class

[t(43)=1.829, p =.074]

� I am sure I can do an excellent job on the problems and tasks

assigned in the mathematics class [t(43)=1.902, p =.064]

� I enjoy it when others are aware of how well I am doing

[t(41)=1.853, p =.071]

� I would not avoid taking on a new task if there was a chance that

I would appear rather incompetent to others [t(40)=2.284, p

=.028]

Means and Standard Deviations for Responses

on the MAT 1175 PAL Workshops

Statements (n=43)

Mean (Standard

Deviation)1 (strongly disagree) – 5 (strongly agree)

The workshops are closely related to the material taught in the lectures. 4.46 (.59)

Workshops help me do better on tests. 4.47 (.67)

Interacting with the workshop leader increases my understanding. 4.33 (.75)

The workshop materials are helpful in preparing for exams. 4.33 (.65)

I believe that the workshops are improving my grade. 4.44 (.59)

Interacting with the other group members increases my

understanding.

4.26 (.76)

I would recommend workshop courses to other students. 4.49 (.63)

In the workshops I am comfortable asking questions when I do not

understand something.

4.51 (.60)

In the workshops I enjoyed interacting with the other students. 4.67 (.48)

The workshop experience led me to join formal or informal study

groups related to other courses.

3.67 (.99)

Note:

�� The PLTL Workshop Project, and its publications were The PLTL Workshop Project, and its publications were supported from 1991supported from 1991--2005 by grants from the National 2005 by grants from the National Science Foundation's Division of Undergraduate Science Foundation's Division of Undergraduate EducationEducation

�� This This presentation was made possible through the presentation was made possible through the NSF STEP NSF STEP Grant #0622493, MAA Tensor Foundation Women and Grant #0622493, MAA Tensor Foundation Women and This This presentation was made possible through the presentation was made possible through the NSF STEP NSF STEP Grant #0622493, MAA Tensor Foundation Women and Grant #0622493, MAA Tensor Foundation Women and Mathematics Grant, CUNY’s Mathematics Grant, CUNY’s Improving Undergraduate Improving Undergraduate Learning Outcomes in Mathematics Learning Outcomes in Mathematics Grant, Grant, Black Male Black Male Initiative, and Perkins Grant.Initiative, and Perkins Grant.

For more information

AE Dreyfuss adreyfuss@citytech.cuny.edu

Janet Liou-Mark jliou-mark@citytech.cuny.edu