PAL Award Training Session 1 (13.12.11)


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  • (Say that every year a number of students are also awarded an additional ‘distinction’ certificate?)
  • LA in general – what it is/appearing on transcript/ HEAR
  • 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 (13.12.11)

    1. 1. Learning Development Introduction to the Peer Assisted Learning Leicester Award Steve Rooney Zoe Enstone Marta
    2. 2. What is Peer Assisted Learning? “... a scheme that fosters cross-year support between students on the same course. PAL encourages students to support each other and to learn co-operatively under the guidance of trained students, called PAL Leaders, from the year above.” (Bournemouth University, PAL leader views (UWE)
    3. 3. What is the Award about? • Use your knowledge and experience to help others to learn; • Refresh your own knowledge; • Gain numerous new skills; • Increase your employability and gain
    4. 4. What will completing the Award involve? • You will work in a team to design and lead a peer assisted learning (PAL) activity. • The PAL activity could take the form of: – face to face sessions – IT mediated support – resource development (or a mixture of the above) • We will provide you with training and guidance to enable you to undertake the activity. • You will submit a proposal and updates to keep in touch with
    5. 5. Assessment of the Award • Portfolio containing: – evidence of at least 20 hours of peer assisted learning related leadership activities (inclusive of meetings, preparation, publicity etc) – skills audit completed during initial training – 1500 – 2000 word reflective assignment or blog – presentation materials • Presentation drawing links between skills you have developed and skills required by graduate
    6. 6. Points to note • Peer Assisted Learning relates to student-to-student activities; • You will have to include an element of teamwork within the Peer Assisted Learning leadership activities which you carry out; • Only PAL leadership activities carried out this year can be counted towards the
    7. 7. Timescales • First training session: Tuesday 6th December • Second training session: Wednesday 14th December (DWL IT Room 1) • Deadline for peer support activity proposals: 21st December (if you plan to start in January)/3rd Feb (if you plan to start in February) • Updates: 27th February, 30th March, 14th May • Deadline for finishing PAL activity/last update: 8th June • Presentations: 18th – 20th June • Deadline for submission of portfolio: 27th
    8. 8. What is the Leicester Award? • Encompasses a range of employability courses and programmes available to University of Leicester students; • Gives you the opportunity to gain a qualification which encourages reflection and personal development in a range of ways; • Appears on your degree transcript; • More information at
    9. 9. What’s next? • Complete the registration form; • Come to the training sessions; • Plan your PAL activity and submit the proposal; • Run the PAL activity. We will keep in touch and support you with the above!
    10. 10. PAL Leicester Award: what’s involved? > Programmes> Peer Assisted
    11. 11. Training sessions • 6th December 2011: Facilitation skills • 14th December 2011: IT skills/independent group
    12. 12. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills
    13. 13. 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
    14. 14. Academic Skills Development – methods of access one-to-one consultations online and paper-based resources study-skills
    15. 15. Our website:
    16. 16. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills
    17. 17. Teaching/instruction versus Facilitation Teaching Facilitation Giving information Showing them the right direction Development of knowledge Considers learning styles - student centred Ways they can approach things - study skills Teaching how to access resources Getting them to think for
    18. 18. Facilitation – what’s your view?
    19. 19. Facilitation – what’s involved? what works? Ask what students know first Breaking things down - 1 concept at a time Different perspectives Linking/overview Problems to solve Student-led 1
    20. 20. Facilitation Multi-sensory Positive Questioning Multi-media Reinforcement Group Work Experiential Generic Study and Group Learning Skills
    21. 21. 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?
    22. 22. 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:
    23. 23. 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:
    24. 24. 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
    25. 25. 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
    26. 26. Transmissive teaching knowledge student
    27. 27. Tell me, show me, involve me “Tell me and Ill forget. Show me and Ill remember. Involve me and Ill understand.”
    28. 28. 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 understand problem solving,texts, screencasts, diagr something unless such as games,ams, charts etc. you can explain it quizzes etc. to your grandmother.” (Albert Einstein)
    29. 29. 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
    30. 30. Other techniques • Rounds • Case studies • Role play • Changing the rules • Games • Quizzes • Debates Structured activities can also help manage group
    31. 31. 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?’)
    32. 32. Awareness of generic study skills Information management, readi Time management ng strategies, note- making Revision and exam Academic writing
    33. 33. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills
    34. 34. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills
    35. 35. Questions/
    36. 36. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills
    37. 37. Contacting us and staying in touch (0116) 2231889 2nd floor, David Wilson
    38. 38. Sections of this training session were based on the UCL transition mentor training materials ( and Glasgow PAL coordinators’ pack (
    39. 39. 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, diagra unless you can explain it involve problemms etc. to your grandmother.” solving, such as games, (Albert Einstein) quizzes etc. Both taste and smell can act as powerful memory triggers. ?