SYNERGY Induction to Pedagogy Programme - Training of Peers (ENGLISH)

Induction to Pedagogy

Training of Peers

Introduction

SYNERGY Exchange (http://synergyexchange.eu/)

Created for “SYNERGY”, an ERASMUS+ project

Overview

• Introduction – Module Scope

• Unit I – Peer Educators

• Unit II – Instructional Design

• Unit III – Learning Styles

• Unit IV – Hands on with SYNERGY

• Characteristics of peer educators and e-tutors

• Instructional design and collaborative methodologies

• Introduction to adult learning styles and how to implement different approaches to each

• Introduction to the Course Creator tools available through the SYNERGY Exchange platform

Module Scope


Training of Peers

Unit I: Peer Educators



• A peer educator is anyone who is of a similar status as the person being educated.

• As such peer educators are the ones holding a more in-depth knowledge or experience on a common peer group subject.

• Peer educators are often called peer mentors in an adult education setting.

Peer Educators

“Peer tutoring is the system of instruction in which learners help each other and learn by

teaching. Tutoring schemes have been used in a variety of contexts, with students teaching

students, students teaching school pupils, non-professional adults teaching adults and children,

and pupils teaching pupils.” (Goodlad and Sinclair, 1989)

Defining Peer Education or Tutoring

Characteristics of Peer Educators

The role of a Peer Educator is to provide guidance, inspiration and support to his or her colleagues.

Some characteristics of a Peer Educator include:

• In depth understanding of the knowledge and skills they will be sharing

• Respected by their peers

• Ability to lead both by modelling outstanding practices and by guiding their peers through observations and dialogue

Peer educators main role is to guide. They offer positive solutions to challenges that are identified by their peers

The following is a list of questions the Peer Educators should ask before they begin peer-tutoring:

• What are the goals of my course/module?

• Why am I starting this course/module?

• Have I discussed this idea with relevant peers? And, if so, what was their response?

• What are the needs of my peers, and how will my course/module address them?

• What steps do I need to take in order to put this course/module together?

Peer Educators Should Ask

• Do I feel strongly enough about peer-tutoring to commit the required time and energy to it?

• What will the peer learners do once they are trained?

• How do I plan on recruiting learners?

• What are the individual strengths that I bring in this course/module, and how can I best utilise those strengths educating my peers?

• What is a comfortable "size" for my course/module?

• How often will I have the time to support my peers in assimilating this new knowledge and skills?

Peer Educators Should Ask


Training of Peers

Unit II: Instructional Design



• Kemp’s model has been introduced in the Induction to Pedagogy module: Design of Learning Resources.

– You may wish to re-visit this module to refresh your memory.

• Kemp’s instructional design model is based on a continuous process of implementation and evaluation

– This model incorporates a feedback loop that helps the trainer to adapt and enrich their resources, whilst delivering training.

Kemp’s Instructional Design Model

In the context of the SYNERGY Exchange Platform Kemp’s model can be facilitated by:

• Supporting your peers via the Network section discussion panels;

• Introducing Quizzes into your modules;

• Facilitating peer group brainstorming;

• Requesting feedback and reinforcing content.

Kemp’s Instructional Design Model

Overview of Kemp’s Model Planning

Sup

po

rt S

ervi

ces

Sum

mative Evalu

ation

Project Management

Revision

Formative Evaluation

Instructional Problems

Evaluation Instruments

Instructional Delivery

Designing a Message

Instructional Strategies

Learners Characteristics

Task Analysis

Instructional Objectives

Content Sequencing


Training of Peers

Unit III: Learning Styles



• People have different learning styles

• A classic model of learning styles is that proposed by Honey and Mumford. They developed Kolb’s experiential learning cycle and outlined four different learning styles of learners, i.e. activists, reflectors, theorists and pragmatists.

• Learning styles provide us with a way of understanding how individuals learn in different ways

• Usually a person has some characteristics of all learning styles, but they tend to have one dominant style

Honey & Mumford Learning Styles

Honey & Mumford: Typology of Learners

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Activist: prefers doing & experiencing

Reflector: observes & reflects

Theorist: wants to understand underlying reasons, concepts & relationships

Pragmatist: likes to experiment & see how things work


Activists: • Learn by doing. • Involve themselves in new experiences, and will ‘try

anything once’. • Tend to act first and consider the consequences

afterwards. • Activists learn best when:

– involved in new experiences, problems and opportunities; – thrown in at the deep end; – working with others in problem solving, games, role-playing

exercises; – able to lead a group.


Reflectors: • Learn by observing and thinking about what happened. • Like to consider all the possible angles and implications

before coming to a considered opinion. • Spend time listening and observing, and tend to be

cautious and thoughtful. • Reflectors learn best when:

– able to stand back and observe first; – given time to think and investigate before commenting or

acting; – given an opportunity to review what has happened; – doing tasks without deadlines.


Theorists: • Like to understand the theory behind the actions. • Need models, concepts and facts in order to learn. • Like to analyse and synthesise, and feel uncomfortable

with subjective judgements. • Theorists learn best when:

– an activity is backed up by ideas and concepts that form a model, system or theory;

– in a structured situation with a clear purpose; – they have the chance to question and probe; – required to understand a complex situation.


Pragmatists: • Are keen on trying things out. • Look for new ideas that can be applied to the problem in

hand. • Like to get on with things and tend to be impatient with

open-ended discussions; they are practical, down-to-earth people.

• Pragmatists learn best when: – there is an obvious link between the topic and a current need; – they are shown techniques with clear practical advantages; – they can try things out with feedback from an expert; – they can copy an example, or emulate a role model.


Exercise:

Think of different activities and training approaches you could use, which would suit the different learner styles;

o Activists

o Reflector

o Theorist

o Pragmatist

• Another common model for identifying participants learning styles is the “VARK” theory.

• The acronym VARK stands for

o Visual (V)

o Aural (A)

o Read/Write (R)

o Kinaesthetic (K).

• VARK represents the various preferences of an individual learner in terms of gathering, organising and absorbing information

Flemings VARK theory

Visual learners:

• Information presented in maps, spider diagrams, charts, graphs, flow charts, labelled diagrams, and all the symbolic arrows, circles, hierarchies and other devices, that people use to represent what could have been presented in words.

• Does NOT include still pictures or photographs of reality, movies, videos or PowerPoint.

• Does include designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information.


Aural learners:

• Information that is “heard or spoken.”

• Learn best from lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking things through.

• Email is included here because; although it is text and could be included in the Read or Write category, it is often written in chat-style with abbreviations, colloquial terms, slang and non-formal language.


Read or Write Learners:

• Information displayed as words.

• Teachers and students have a strong preference for this mode.

• Emphasizes text-based input and output – reading and writing in all its forms but especially manuals, reports, essays and assignments.

• Addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri and quotations.


Kinaesthetic Learners:

• Connected to reality, either through concrete personal experiences, examples, practice or simulation.

• Demonstrations, simulations, videos and movies of real-life things, as well as case studies, practice and applications.

• Reality or concrete nature of the example. If it can be grasped, held, tasted, or felt it will probably be included.

• Learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others.



Training of Peers

Unit IV: Hands On with SYNERGY



From Design to SYNERGY

You have identified a knowledge or skills gap which your peers are experiencing, and you have decided to address it through peer-tutoring.

To begin as a peer tutor, you follow the steps as outlined below:

• Ask yourself the questions related to a peer-educators role

• Design a Lesson Plan (template below)

• Design a Learning Outcomes Matrix (template below)

From Design to SYNERGY

• Prepare your material taking into account the limitations & features of the ‘SYNERGY Exchange’ online platform

• Upload your material and run through it to check for issues, discrepancies and typos

• Share your module with peers and invite them to discuss the module with you in the “Network” section of the SYNERGY Exchange platform – The ‘Network’ section can be used to provide them with

further support, get feedback and if necessary to adjust your material accordingly

Design Exercise

Now that you know the basics of instructional design, use the following two templates to:

• Design your own Lesson Plan

• Design your own Learning Outcomes Matrix

As in all processes involving peers, you may find it useful to share your designs with them and request their feedback. This will allow you to revise your lesson plan and module design until the outcomes, competencies and methods to be used are clearly defined and understood by your peers.

Sample Lesson Plan

Name of the Module:

Module “x”

Estimated learning time:

“x” hours

Description of the Module:

Describe your module and its purpose

Description of the competences related to this module:

These are the competencies that will be acquired by the learners after having taken this

module

Description of the content and its relevance:

Describe your content in brief in outline of your module structure

Methodological hints:

Describe some of the methods you will use to present your content

Assessment:

Describe some of the assessment procedures you will employ

Sample Learning Outcomes Matrix

Name of the Module: ……………………………….

Outcome Teaching and Learning Activities

Assessment

Describe the skills and competencies, the learners need to have acquired when they have taken this module.

Describe how the learner will be provided with the contents and how you aim to achieve a specific learning outcome

Describe how you plan to assess the achievement of the specific outcome.

In part I the learner will understand the ….

•Mini-learning format resource… •External links detailing….

Online quiz, self assessment exercise….

In part II the learner will understand the ….

•Presentations… •Mnemonic tables & graphs….

Design a LOM & share within the group….

Thank you for your interest and attention

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SYNERGY Induction to Pedagogy Programme - Training of Peers (ENGLISH)

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