2011/12 PALSI Leader Training I


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ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements

- Lecture
- Q&A

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  • 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.
  • 2011/12 PALSI Leader Training I

    1. 1. PALSI Leaders Workshop IPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and GeneralEducation (EDGE)31 August, 2011
    2. 2. Why are you here?What is PALSI or peerassisted learning? Why? PALSI Leaders?
    3. 3. Intended Outcomes for this Workshop• Identify the PALSI scheme’s intended learning outcomes• Describe the expectation of a PALSI Leader• Develop a systematic approach to manage each PALSI session• Identify the logistics and related requirements
    4. 4. 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.
    5. 5. ? 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)
    6. 6. 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
    7. 7. Learning Styles Archway School (2011)
    8. 8. Learning StylesFind out your learning style: Index of Learning Styles Questionnaire R. Felder et al (1988)http://www.engr.ncsu.edu/learningstyles/ilsweb.html Image source: Mindtools.com
    9. 9. Learning Styles D. Schaller (2004)
    10. 10. 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)
    11. 11. PALSI sessions?? ?PALSI Students?? ?
    12. 12. 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
    13. 13. 6 Intellectual Thinking Skills & Learning Outcomes CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERING Revised Bloom Taxonomy, L. Anderson, 1990
    14. 14. Identify the intended learning outcomes and expectation from the teachers.DHS Training Standards Guide (2008)
    15. 15. What is your learning strategy forOutcomes Based Teaching & Learning?
    16. 16. 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
    17. 17. 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
    18. 18. Planning your sessions• Review the scheme’s intended outcomes• Remember your role & responsibility• Reflect on your learning experience• Identify some potential learning needs and challenges your PALSI students may encounter• Prepare yourselves an attitude to listen and eager to understand and share• Encourage active, reflective and collaborative learning• Prepare yourselves for EACH session
    19. 19. Preparing EACH sessionContent & ActivityArrive at the session earlyGreetingsAgendaConclusion of the session
    20. 20. 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
    21. 21. Preparing the 1st sessionContent & ActivityAbout me & youLearningPALSI scheme and sessionsConclusion
    22. 22. 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
    23. 23. 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 ?
    24. 24. 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
    25. 25. 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
    26. 26. 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). “learning@maricopa.edu”. 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