PALSI Leaders Workshop IPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and General Education (EDGE)31 August, 2011

Why are you here?What is PALSI or peer assisted learning? Why?

PALSI Leaders?

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

PALSI is a peer-assisted learning scheme using Supplemental Instruction (SI) model. PALSI aims at enhancing students'

understanding in course materials and improve students’ overall learning and reasoning skills.

Regularly scheduled, out-of-class and peer-facilitated review sessions are open to all students taking the PALSI courses.

PeerSenior year students who have performed well in the department core courses. Not necessary experts. They should possess• content knowledge•positive attitude•effective learning strategies

AssistedNo spoon feeding!PALSI Leaders should design and arrange the sessions to encourage active, collaborative and reflective learning.

Maricopa Community Colleges (1997)V. Miller et al (2006)

?

LearningHow does learning happen?What is effective learning? Consider

Content knowledgeIntellectual thinking skillsLearning needs & attitudeLearning strategies and skillsDeep learning

How to encourage active, reflective and collaborative learning?passive recipients of

knowledgeactive thinking and

meaning makingeffective learning

extrinsic“I have to learn it or I will fail the course.”

intrinsic“I am really interested in

this subject.”

source of motivation

insensitive, indifferent & stressful

respective, caring & delighted

relationship & atmosphere

Lower thinking order e.g. remembering,

understanding

Higher thinking order e.g. application, analysis,

evaluation, problem solving & creation

demand & challenge

abstract, academic & theoretic

authentic, practical & contextualised

subject & task

Learning Styles

Archway School (2011)

R. Felder et al (1988)Image source: Mindtools.com

Find out your learning style: Index of Learning Styles Questionnairehttp://www.engr.ncsu.edu/learningstyles/ilsweb.html

Learning Styles

Learning Styles

D. Schaller (2004)

How to encourage active, reflective and collaborative learning?

Leader behavior:encourage questionsprompt, probere-direct questionslisten for answersprovide timely feedback

V. Miller et al (2006)

PALSI

Students???

PALSI sessions???

The Four Levels of Competence

http://www.managetrainlearn.com/page/conscious-competence-ladderhttp://www.mindtools.com/pages/article/newISS_96.htm

Level 1: Unconscious Incompetence

Level 2: Conscious Incompetence

Level 3: Conscious Competence

Level 4: Unconscious Competence

6 Intellectual Thinking Skills & Learning Outcomes

REMEMBERING

UNDERSTANDING

ANALYZING

APPLYING

EVALUATING

CREATING

Revised Bloom Taxonomy, L. Anderson, 1990

DHS Training Standards Guide (2008)

Identify the intended learning outcomes and expectation from the teachers.

What is your learning strategy for Outcomes Based Teaching & Learning?

The 7 Habits of Highly Effective PeopleAs a leader or effective learner, do you possess these habits?

Do they help enhance learning?

How to encourage and guide your PALSI Students to develop skills sustainable?

S.R. Covey (1989)Image source from www.change-management-coach.com

Image source from wikipedia http://en.wikipedia.org/wiki/File:The_7_Habits_of_Highly_Effective_People.jpg

World rankings129 QS World University Rankings 2010

15 QS Asian University Rankings 2011

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.

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

Preparing EACH sessionContent & Activity

Arrive at the session early

Greetings

Agenda

Conclusion of the session

Preparing EACH sessionContent & Activity

Arrive at the session early

• Arrange the seats to suit the activities• Prepare notes, books and stationeries

Greetings

• Welcome everyone & allow some time for every member to settle

Agenda

• 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 activities

Conclusion 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 session Content & Activity

About me & you

Learning

PALSI scheme and sessions

Conclusion

Preparing the 1st session Content & Activity

About me & you

Introduce yourself & know each otherFirst year experience

Learning

Identify each other’s learning styles & needsDiscuss effective learning strategies My goals and plans for University study

PALSI scheme and sessions

Discuss the outcomes & understand each other’s expectationTalk about the nature of the course and discuss effective learning approachesReach consensus on the topics and formats of the sessionsState some rules or principles for the group

Conclusion

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: AgendaMark attendance & keep documentation

Intended Learning Outcomes

• 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 and innovation

Through the peer assisted learning scheme, PALSI students are expected to be able to

How well have you achieved these ?

What is that to me?What is your own goal in this scheme

develop better understanding of the subjects develop better team work,

communication and leadership skills

identify opportunities and approaches for knowledge discovery and innovation

See you again in the next PALSI Leader Workshops!

Should you have any query, please contact us and your teachers.

http://www.cityu.edu.hk/edge/palsi

ReferencesAnderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's

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.pdf

Miller, 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=138152

Maricopa Community Colleges. (1997). “learning@maricopa.edu”. Retrieved on 24 August 2011, from http://www.mcli.dist.maricopa.edu/learning/pubs/oct97/li_multi.html

Mindtools.com. (2011) Learning Styles, Understanding your learning preference http://www.mindtools.com/mnemlsty.html

Oregon 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.pdf

Schaller, 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