PALSI Leaders Workshop IPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and Gateway Education (EDGE)10 January, 2012
Why are you here?What is PALSI or peerassisted learning? Why? PALSI Leaders?
At the end of this workshop, you shouldbe able toEffective PALSI Sessions Identify the PALSI scheme’s intended learning outcomes Describe the expectation of a PALSI Leader Develop a systematic approach to manage each PALSI sessionOnline Learning Community (OLC) discuss the preferred arrangement for an Online Learning CommunityLogistics identify the deadlines for monthly claim form use the electronic venue booking system
PALSI is a peer-assisted learning scheme using SupplementalInstruction (SI) model. PALSI aims at enhancing studentsunderstanding in course materials and improve students’ overalllearning and reasoning skills. Regularly scheduled, out-of-class and peer-facilitated review sessions are open to all students taking the PALSI courses.
? Peer Assisted LearningSenior year students No spoon feeding! How does learning happen?who have performed PALSI Leaders should What is effective learning?well in the department design and arrange the Considercore courses. Not sessions to encourage Content knowledgenecessary experts. They active, collaborative Intellectual thinking skillsshould possess and reflective learning. Learning needs & attitude • content knowledge Learning strategies and skills • positive attitude Deep learning • effective learning strategies Maricopa Community Colleges (1997) V. Miller et al (2006)
Intended Learning OutcomesThrough the 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
How to encourage active, reflective andcollaborative learning? Leader behavior: encourage questions prompt, probe re-direct questions listen for answers provide timely feedback V. Miller et al (2006)
Identify the intended learning outcomes and expectation from the teachers.DHS Training Standards Guide (2008)
What is your learning strategy forOutcomes Based Teaching & Learning?
The 7 Habits of Highly Effective PeopleAs a leader or effective learner, do youpossess these habits?Do they help enhance learning?How to encourage and guide your PALSIStudents to develop skills sustainable?Image source from wikipedia S.R. Covey (1989)http://en.wikipedia.org/wiki/File:The_7_Habits_of_Highly_Effective_People.jpg Image source from www.change-management-coach.com
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
Tips for effective PALSI sessions Fold the paper and make it a small book with 8 pagesContent: at least 5 tips/reminders fornew PALSI Leaders from theexperienced ones.
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
What is that to me?What is your own goal in this scheme identify opportunities and approaches for knowledge discovery and innovation develop better understanding of the subjects develop better team work, communication and leadership skills
See you again in the next PALSILeader Workshops!Should you have any query, pleasecontact us and your teachers.http://www.cityu.edu.hk/edge/palsi
Electronic Systems• Electronic Venue Booking System• Monthly Claim Form Submission DeadlinesMr Raymond CHAN
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). “firstname.lastname@example.org”. 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