Consider this as a ref to PALSI LeadersSource:http://www.managetrainlearn.com/page/conscious-competence-ladder“Applications of the Conscious-Competence LadderHere are some of the ways for trainers to apply the principles of the Conscious-Competence Ladder.i. at the first stage, Unconscious Incompetence, focus on the benefits of learning the skill not on the process of learningii. at the second stage, Conscious Incompetence, help people through the arid plain of learning when more goes wrong than rightiii. at the third stage, Conscious Competence, give people lots of tips, tricks, and techniques to help them achieve some successesiv. at the fourth stage, Unconscious Competence, praise the learner and reinforce the learning.”The GILS Model: Leader Perspectivehttp://www.gilsmodel.com/index.php?id=10Accelerated Learninghttp://www.alcenter.com/what_is.phpOther notes:Presentationhttp://theelearningcoach.com/media/graphics/alternatives-to-bullets/
You will not stay here forever. It will be hopefully one of the critical stages of your life.
PALSI Leader Training I (Experienced Leaders) Semester B, 2011/12
PALSI Leaders Workshop XPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and Gateway Education (EDGE)10 January, 2012
Intended Outcomes for this Workshop As an experienced and trained PALSI Leaders, by the end of this workshop, you should be able to use the electronic venue booking system identify the deadlines for monthly claim form review PALSI’s intended learning outcomes prepare for the PALSI sessions in semester B discuss the ideal arrangement for an Online Learning Community (OLC) give feedback on the PALSI sessions in the last semester
Electronic Systems• Electronic Venue Booking System• Monthly Claim Form Submission DeadlinesMr Raymond CHAN
Intended Learning OutcomesThrough this peer assisted learning scheme, PALSI students are expected to beable to• 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 How well have you and innovation achieved these ?
How to encourage active, reflective and collaborative learning? passive recipients of effective learning active thinking and knowledge meaning making extrinsic source of motivation intrinsic“I have to learn it or I “I am really interested in will fail the course.” this subject.”abstract, academic & subject & task authentic, practical & theoretic contextualisedinsensitive, indifferent relationship & atmosphere respective, caring & & stressful delightedLower thinking order demand & challenge Higher thinking order e.g. e.g. remembering, application, analysis, understanding evaluation, problem solving & creation
The Four Levels of Competence Level 4: Unconscious Competence Level 3: Conscious Competence Level 2: Conscious IncompetenceLevel 1: Unconscious Incompetence http://www.managetrainlearn.com/page/conscious-competence-ladder http://www.mindtools.com/pages/article/newISS_96.htm
Tips for effective PALSI sessions Fold the paper and make it a small book with 8 pages• Cover title:• Back cover: your name/signature• Content: at least 5 tips/reminders for the new PALSI Leaders
Preparing EACH sessionContent & ActivityArrive at the session earlyGreetingsAgendaConclusion of the session
Preparing EACH sessionContent & ActivityArrive at the session early • Arrange the seats to suit the activities • Prepare notes, books and stationeriesGreetings • Welcome everyone & allow some time for every member to settleAgenda • 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 activitiesConclusion 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 sessionContent & ActivityAbout me & youLearningPALSI scheme and sessionsConclusion
Preparing the 1st sessionContent & ActivityAbout me & you Introduce yourself & know each other First year experienceLearning Identify each other’s learning styles & needs Discuss effective learning strategies My goals and plans for University studyPALSI scheme and sessions Discuss the outcomes & understand each other’s expectation Talk about the nature of the course and discuss effective learning approaches Reach consensus on the topics and formats of the sessions State some rules or principles for the groupConclusion 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: Agenda Mark attendance & keep documentation
http://goo.gl/6W7VZPALSI Leader Survey Semester A, 2011-12
http://goo.gl/IeNlE PALSI Student Survey Semester A, 2011-12Please help invite your students to give feedback
Online Learning Community (OLC)• Platform?• Feature & functions?• Who should be allowed to use?• What kind of activities?• Incentive ..
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.World rankings129 QS World University Rankings 201015 QS Asian University Rankings 2011
See you again in the next PALSILeader Workshop!Should you have any query, pleasecontact 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 Blooms 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.pdfMiller, 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=138152Maricopa Community Colleges. (1997). “email@example.com”. Retrieved on 24 August 2011, from http://www.mcli.dist.maricopa.edu/learning/pubs/oct97/li_multi.htmlMindtools.com. (2011) Learning Styles, Understanding your learning preference http://www.mindtools.com/mnemlsty.htmlOregon 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.pdfSchaller, 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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