Peer Assisted Learning Guide 2014-15

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Text of Peer Assisted Learning Guide 2014-15

  • 1

    Contents

    Section 1 : What is PAL?

    PAL Leader Profile2

    What is PAL?3

    Your Experiences of PAL...4

    Facilitation vs. Teaching5

    Section 2 : How to Prepare, Lead and Facilitate a PAL Session

    Before the Session..6

    Start of the Session.......7

    During the Session..9

    Ending the Session10

    Section 3 : Strategies and Skills

    Facilitation & Communication: Listening.12

    Facilitation & Communication: Questioning..13

    Facilitation & Communication: Working with Different Cultures..15

    Getting Students into Groups.17

    Strategies and Suggestions for PAL19 Changing the Room Layouts22

    Encouraging Participation.23

    Dealing with Challenging Situations..27

    Section 4 : Relationships

    Support for Leaders: Key Contacts.29

    Using myBU for PAL..33

    Netiquette: Using Facebook and Email Effectively for PAL..34

    Section 5 : Your First Session and Admin

    Your First Session .37

    PAL Paperwork and Payment.40

    PAL Leader Observations..41

    Promoting PAL to your Students Sheet.42

    Simulated Session Template..43

    Section 6 : Additional Notes

    Additional Notes.44

    The materials in this Guide have been based on resources produced by: Hugh Fleming; David Jaques; Stuart Capstick; Janice Hurne; Alison Green;

    Tamsyn Smith; Steve Parton; Michael Knight and Charlotte Thackeray with grateful acknowledgements to the individuals and organisations whose

    materials we have adapted. These include: Jenni Wallace; University of Missouri Kansas City; Graham Gibbs' Learning in Teams; The Oxford Centre for

    Staff Development; the PASS National Centre at the University of Manchester and Trevor Habeshaw. Some of the resources on different learning

    experiences have been reproduced from the publication Learning to Learn with the kind permission of Imperial College, London. Copyright Bournemouth

    University 2014.

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    PAL Leader Profile

    Training: Attend the compulsory 2 day training sessions during May, June or September

    Level of Commitment: Preparation time for each session (30 minutes), facilitate a weekly

    or fortnightly PAL session (1hour); some courses will be required to attend debrief

    session, (approx. 30 minutes)

    Action in sessions: Facilitate the discussions; be supportive; signpost students to

    appropriate help; take attendance for evaluation work; in some cases you will have to

    work with another PAL Leader; give 1st years confidence to ask questions within PAL (to

    each other) and outside (eg. to lecturers)

    Action outside sessions: Email and Facebook the PAL group to remind of session

    time/location; ask first years if there are specifics they would like to cover and advertise

    this if necessary; keep in contact with your PAL Leader partner (if necessary), course

    contacts and PAL Central

    team

    Personal Qualities: Trustworthy; non-judgemental; role-model (not perfect but a

    demonstration you have survived 1st-year); team player; enthusiasm; friendly; approachable; confident; committed; emotionally intelligent

    Personal and Professional Skills:

    Communication; time management; organisation and planning; facilitation; leadership;

    teamwork

    Support for you: Regular contact with Staff whether in your school or with the PAL Central

    team; additional training and support if required; at least one observation to check how

    you are progressing; recognition and reward (Student Development Award points and

    celebration event in March); an opportunity for you to improve PAL for future Leaders

    (survey and focus groups)

    What PAL does: Helps students adjust to university life and get to know other students

    Helps students gain a greater perspective of their programme, its direction and staff expectations

    Develops and improves learning and study skills to meet course requirements

    Enhances students understanding of programme content through collaborative group discussion and activities

    Helps students prepare better for assignments and exams

    Makes students feel more confident about their programme and about working with each other

    Fosters cross-year support between students on the same programme

    Develops group and team-working skills

    Enables sharing of experiences

    Encourages independent learning

    Gives students responsibility for setting the agenda

    Encourages students to consolidate and evaluate their learning

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    Training Activity: Which of the principles seem most important to you? Please mark each one on a scale

    from 1 to 5 where 1 is not really important and 5 is very important. Then identify which 4 are most important to you

    Share your ideas with a partner. Explain your choices and ask them to explain theirs

    Join another pair and share your ideas

    Between your group of four, identify the 3 which are most important to you as a group, and then prioritise them. Be prepared to explain your choices during feedback

    PAL is based upon the following principles and practices: My Rating

    Pair

    Rating

    4s

    Rating

    1. It supports student learning.

    2. It fosters cross-year support for students (see 3 below).

    3. It is facilitated by more experienced students, usually from the year

    above, who provide a point of contact for new or less experienced students.

    4. It enhances students experience of university life.

    5. It is participative: students work in small groups, engaging in

    discussions and a variety of interactive learning activities.

    6. It is timetabled.

    7. It encourages collaborative learning rather than competitive learning.

    8. It works on both what students learn and how they learn.

    9. It creates a safe environment where students are encouraged to ask

    questions and receive guidance from other students about the programme

    and its content.

    10. It uses the language and terms specific to the subject discipline.

    11. It helps students gain insight into the requirements of their programme,

    and their lecturers expectations.

    12. It involves active rather passive learning.

    13. It encourages independent learning.

    14. It helps students to develop a more positive attitude towards learning,

    keeping up with their studies and completing their programme.

    15. It gives students opportunities to improve their academic performance.

    16. What is discussed is confidential and remains within the PAL Group.

    17. It benefits all students regardless of their current academic ability.

    18. It gives students a place and time to practise the subject, learn from

    mistakes and build up confidence.

    19. It gives PAL Leaders opportunities to revisit their prior learning.

    20. It enables PAL Leaders to practise and develop their personal and

    professional skills.

    What is PAL?

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    Your Experiences of PAL

    1. What did you feel like when you first came to university?

    2. How did PAL help you settle in?

    3. How did your PAL Leaders structure/organise sessions?

    4. How did your PAL Leaders get everyone to participate?

    5. What benefits did you gain from PAL?

    6. What improvements would you like to make to the PAL sessions you lead?

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    Facilitation vs. Teaching As a PAL Leader you will probably have to reiterate that you are NOT like a lecturer or

    tutor several times. However, some of the skills involved with teaching and facilitation

    overlap. Nevertheless, there are many areas where the role of a facilitator differs to a

    teacher. You should all be used to the teaching style and you may have noticed your own

    PAL Leader/s last year sometimes acting like a teacher, especially when they felt the PAL

    group was not responding as well as they had thought.

    Training Activity: You will be shown a PowerPoint demonstrating styles that a teacher

    would use. In your groups discuss what the role of a facilitator is, then feedback to the

    group. You can make notes in the box below.

    Questions to consider:

    What does it mean to be a facilitator?

    How does the role of a facilitator work?

    Have you ever seen a good example of facilitation?

    How could you help your students become independent/self-directed learners?

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    How to Prepare, Lead and Facilitate a PAL Session Over the next few pages we will cover how to run a typical PAL session. This is how your session

    should be planned and delivered. Every course runs differently and a number of courses that use

    computers (e.g. in the Media School or Faculty of Science and Technology) are more likely to rely

    on PC lab style sessions than a traditional seminar format. However, the plan below can be applied to any course, so you should follow this guidance to organise your sessions.

    Before the Session: Preparation

    As emphasised a lot throughout this Guide, preparation is key to being a successful PAL

    Leader, otherwise session scan lack purpose, lose focus, and ultimately that can impact

    on students motivation to attend. So follow these steps before your PAL group meets:

    1. Contact your Group before the session

    At the end of your last PAL session, you agreed the main topic for discussion for your forthcoming PAL session with your group

    Post an announcement on yo