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PAL Award Training Session 1 (25.10.11)

PAL Award Training Session 1 (25.10.11)






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  • Connect to website and take students through it:Contact details firstWorkshops: these are central workshops – schedule + outline and I will probably also come and talk to you as a group.Appointments: you can book a 30 minute appointment one to one with a study skills adviser to talk through your work (don’t click within that bit)Resources: organised into four sections: 1) study skills: getting organised, time management, making the most of lectures, reading and making notes, plagiarism2) Writing skills: How to write an essay, grammar guides, referencing, critical reading and critical writing 3) Presentation skills 4) Numeracy skills 5) IT skills 6) Dissertation skills.Then take students through the Writing Essays tour – divided into stages, with an intro and links to resources relevant to that stage.
  • Exercise with physical objects – Steve to run? No whole group feedback?
  • Ask students what is their view of facilitation? What works? Whatever you do – even a resource investigation etc – will be relevant. Give 1 min? Put a timer on?

PAL Award Training Session 1 (25.10.11) PAL Award Training Session 1 (25.10.11) Presentation Transcript

  • Learning Development Peer Assisted Learning Leicester Award: Training Session 1 Steve Rooney Zoe Enstone Marta Ulanickawww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • PAL Leicester Award: what’s involved? www.le.ac.uk/leicesteraward > Programmes> Peer Assisted Learningwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Training sessions • 25th October 2011: Facilitation skills • 1st November 2011: IT skills/independent group work.www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Academic Skills Development – what we do• Getting organised and ready for study • Making the most of lectures • Managing time • Academic writing • Effective reading strategies • Making noteswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Academic Skills Development – methods of access one-to-one consultations online and paper-based resources study-skills workshopswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Our website: www.le.ac.uk/succeedinyourstudieswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Teaching/instruction versus Facilitation Teaching Facilitation Providing new information Providing right environment Hold power and give information Going over things covered already More like a leader Equal More like a team - working with otherswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Facilitation – what’s your view?www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Facilitation – what’s involved? what works? Not telling people the answer prompting and questioning not being patronising not being too authoritative appropriate ratio of facilitatots to students consider group dynamicswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc 1
  • Facilitation Multi-sensory Positive Questioning Multi-media Reinforcement Group Work Experiential Generic Study and Group Learning Skills Dynamicswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Questions: Open versus closed questions • Closed questions: emphasise content, can often be answered with a few words, or with a yes/no; • Open questions: allow the other person to elaborate on information of their choice. Closed Open Did you understand the main What did you think were the points of the first lecture on main points of the lecture? Physiology?www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Questions: Socratic questioning Socrates taught by asking questions to encourage his pupils to discover the answer themselves. ‘Socratic questioning’ relates to the use of open questions to break down difficult concepts into small chunks of information which can be answered more easily. Image from: http://www.flickr.com/photos/ian-w-scott/4869953457/www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Questions: Socratic questioning (2) How do we address this whole problem? What is the first thing we need to do to understand this? More information at: http://www.changingminds.org/techniques/questioning/socratic_questions.htmwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Redirecting questions – how not to give answers • Can anybody help X answer that question? • What was said in the lecture about this? • Does anybody know the answer to that question? • What do you think? • What information would you need to answer that? • What is the first thing you would need to do? What would you need to do next? • Let’s try and work that out together.www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Fill them up with facts! “Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them.” Thomas Gradgrind in Charles Dickens, Hard Timeswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Transmissive teaching knowledge student teacherwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Tell me, show me, involve me “Tell me and Ill forget. Show me and Ill remember. Involve me and Ill understand.” Confuciuswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Using the senses Kinaesthetic Encourage students learning: to: learning throughEncourage students to:Discuss and doing/movementDraw: explain topics to Encourage use of:pictures/diagrams/flow other each Experiments,charts/mind maps Listen to simulations, role-Use colour lectures/recordingsplay Both taste and smellMake good use of ‘Explain aloud’ as Real can act as powerfulspace in their notes a revision/ artefacts/objects memory triggers.Visualise comprehension Resources which ? Access a variety of checking strategy are interactiveresources such as “You do not reallyand/or involvewritten texts, understand problem solving,screencasts, diagrams,something unless such as games,charts etc. you can explain it quizzes etc. to your grandmother.” (Albert Einstein) www.le.ac.uk/leicesteraward www.le.ac.uk/slc
  • Techniques to get them talking Thinking Develop ideas Time Understand taskInput new but Pair Pair Get talkingrelated task discussion discussion Check understanding Group Group Group Group Develop work work work work ideas Whole class feedback Tutor summary www.le.ac.uk/leicesteraward www.le.ac.uk/slc
  • Other techniques • Rounds • Case studies • Role play • Changing the rules • Games • Quizzes • Debates Structured activities can also help manage group dynamicswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Positive reinforcementThink about how you can:• create a positive atmosphere;• encourage participation;• use praise in a constructive way (‘Ilike the way you’ve elaborated onthe points instead of just providinga list’)• respond tactfully if you suspectlack of understanding (‘What elsecould you add to this?’ ‘Is thereanother way you could look atthis/different approach you couldtake?’)www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Awareness of generic study skills Information management, Time management reading strategies, note-making Revision and exam Academic writing skillswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Questions/concernswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Contacting us and staying in touch www.le.ac.uk/leicesteraward palaward@le.ac.uk (0116) 2231889 2nd floor, David Wilson librarywww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Sections of this training session were based on the UCL transition mentor training materials (http://www.ucl.ac.uk/transition/student-mentoring) and Glasgow PAL coordinators’ pack (http://www.psy.gla.ac.uk/~steve/resources/paltraining.pdf).www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  • Encourage students to: Encourage students to: Kinaesthetic learning:Draw: Discuss and explain learning throughpictures/diagrams/flow topics to each other doing/movementcharts/mind maps Listen to Encourage use of:Use colour lectures/recordings Experiments,Make good use of ‘Explain aloud’ as a simulations, role-playspace in their notes revision/comprehension RealVisualise checking strategy artefacts/objects Access a variety of “You do not really Resources which areresources such as written understand something interactive and/ortexts, screencasts, unless you can explain it involve problemdiagrams etc. to your grandmother.” solving, such as games, (Albert Einstein) quizzes etc. Both taste and smell can act as powerful memory triggers. ? www.le.ac.uk/leicesteraward www.le.ac.uk/slc