PAL Award Training Session 1 (25.10.11)

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Learning Development www.le.ac.uk/slc www.le.ac.uk/leicesteraward Peer Assisted Learning Leicester Award: Training Session 1 Steve Rooney Zoe Enstone Marta Ulanicka

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Transcript of PAL Award Training Session 1 (25.10.11)

Page 1: PAL Award Training Session 1 (25.10.11)

Learning Development

www.le.ac.uk/slcwww.le.ac.uk/leicesteraward

Peer Assisted Learning Leicester Award:Training Session 1

Steve RooneyZoe Enstone

Marta Ulanicka

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PAL Leicester Award: what’s involved?

www.le.ac.uk/leicesteraward > Programmes> Peer Assisted Learning

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Training sessions

• 25th October 2011: Facilitation skills• 1st November 2011: IT skills/independent group work.

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Plan of session• Introduction to Learning Development• Facilitation SkillsBreak• Remembering Boundaries• Skills Audit

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Academic Skills Development – what we do

• Getting organised and ready for study

• Managing time

• Effective reading strategies• Making notes

• Making the most of lectures

• Academic writing

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Our website: www.le.ac.uk/succeedinyourstudies

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Plan of session• Introduction to Learning Development• Facilitation SkillsBreak• Remembering Boundaries• Skills Audit

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Teaching/instruction versus FacilitationTeaching Facilitation

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Facilitation – what’s involved? what works?

1

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Facilitation

Questioning Multi-sensory Multi-media

Positive Reinforcement

Experiential Learning

Group Work and Group Dynamics

Generic Study Skills

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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.

ClosedDid you understand the main points of the first lecture on Physiology?

OpenWhat did you think were the main points of the lecture?

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Questions: Socratic questioningSocrates 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/

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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.htm

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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.

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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 Gradgrindin Charles Dickens, Hard Times

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Transmissive teaching

student

knowledge

teacher

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Tell me, show me, involve me

“Tell me and I'll forget. Show me and I'll remember. Involve me and I'll understand.”

Confucius

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Using the senses

Encourage students to:Draw: pictures/diagrams/flow charts/mind mapsUse colourMake good use of space in their notesVisualise Access a variety of resources such as written texts, screencasts, diagrams, charts etc.

Encourage students to:Discuss and explain topics to each otherListen to lectures/recordings‘Explain aloud’ as a revision/ comprehension checking strategy“You do not really understand something unless you can explain it to your grandmother.”(Albert Einstein)

Kinaesthetic learning:learning through doing/movementEncourage use of:Experiments, simulations, role-playReal artefacts/objectsResources which are interactive and/or involve problem solving, such as games, quizzes etc.

Both taste and smell can act as powerful memory triggers.?

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Techniques to get them talking

ThinkingTime

Pairdiscussion

Pairdiscussion

Groupwork

Groupwork

Groupwork

Groupwork

Whole class feedbackTutor summary

Develop ideas Understand task

Get talkingCheck understanding

Develop ideas

Input new but related task

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Other techniques

• Rounds• Case studies• Role play• Changing the rules• Games• Quizzes• Debates

Structured activities can also help manage group dynamics

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Positive reinforcementThink about how you can:• create a positive atmosphere;• encourage participation;• use praise in a constructive way (‘I like the way you’ve elaborated on the points instead of just providing a list’)• respond tactfully if you suspect lack of understanding (‘What else could you add to this?’ ‘Is there another way you could look at this/different approach you could take?’)

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Awareness of generic study skills

Time management

Information management,

reading strategies, note-making

Academic writing Revision and exam skills

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Plan of session• Introduction to Learning Development• Facilitation SkillsBreak• Remembering Boundaries• Skills Audit

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Plan of session• Introduction to Learning Development• Facilitation SkillsBreak• Remembering Boundaries• Skills Audit

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Questions/concerns

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Plan of session• Introduction to Learning Development• Facilitation SkillsBreak• Remembering Boundaries• Skills Audit

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Contacting us and staying in touch

(0116) 2231889

[email protected]

www.le.ac.uk/leicesteraward

2nd floor, David Wilson library

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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).

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Encourage students to:Draw: pictures/diagrams/flow charts/mind mapsUse colourMake good use of space in their notesVisualise Access a variety of resources such as written texts, screencasts, diagrams etc.

Encourage students to:Discuss and explain topics to each otherListen to lectures/recordings‘Explain aloud’ as a revision/comprehension checking strategy“You do not really understand something unless you can explain it to your grandmother.”(Albert Einstein)

Kinaesthetic learning:learning through doing/movementEncourage use of:Experiments, simulations, role-playReal artefacts/objectsResources which are interactive and/or involve problem solving, such as games, quizzes etc.

Both taste and smell can act as powerful memory triggers.?