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PAL Award Training Session 1 (28.10.11)

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PAL Award Training Session 1 (28.10.11)

  1. 1. Learning Development Peer Assisted Learning Leicester Award: Training Session 1 Steve Rooney Zoe Enstone Marta Ulanickawww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  2. 2. PAL Leicester Award: what’s involved? www.le.ac.uk/leicesteraward > Programmes> Peer Assisted Learningwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  3. 3. Training sessions • 25th October 2011: Facilitation skills • 1st November 2011: IT skills/independent group work.www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  4. 4. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  5. 5. 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
  6. 6. 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
  7. 7. Our website: www.le.ac.uk/succeedinyourstudieswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  8. 8. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  9. 9. Teaching/instruction versus Facilitation Teaching Facilitation Helping people to reach answer Concrete instruction themselves - more about guidingwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  10. 10. Facilitation – what’s your view?www.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  11. 11. Facilitation – what’s involved? what works? Building on top of existing knowledge Questioning Interactive - keeping people engaged Avoid hierarchies Group work, collaborationwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc 1
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. Transmissive teaching knowledge student teacherwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  26. 26. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  27. 27. Questions/concernswww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  28. 28. Plan of session • Introduction to Learning Development • Facilitation Skills Break • Remembering Boundaries • Skills Auditwww.le.ac.uk/leicesterawardwww.le.ac.uk/slc
  29. 29. 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
  30. 30. 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
  31. 31. 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

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