pal leader training at bournemouth university national he stem programme – south west spoke

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PAL Leader Training at Bournemouth University

National HE STEM Programme South West Spoke

Steve Parton PAL CoordinatorVicki Noad Peer Mentoring Assistant

www.bournemouth.ac.uk#1What we will cover:PAL at BUPAL Initial TrainingPAL Follow-Up TrainingPAL Online Communities How Training has Developed (2001-2011)Feedback from LeadersFuture Goals

www.bournemouth.ac.uk#

PAL at BU: The role of the PAL LeaderPAL Leaders do not teachFacilitate discussion/share experiences

Weekly/fortnightly sessionsPAL integrated into course programmes

(Fleming & Hurne 2004)

www.bournemouth.ac.uk#Early on in year: campus, accommodation, travel, shops, pubs etcInformal point of contact outside academic tutors enhance learningAfter 2 or 3 weeks, reviewing lecture content, study skills using the Library or referencingLater on focus of discussion will be on specific assignments: share ideas, perspectives, with plenary feedback to rest of group managed by PAL leader.PAL leaders probe and question Aims of PALTo help students:

adjust quickly to university life; acquire a clear view of course direction and expectations; develop their independent learning and study skills to meet the requirements of higher education; enhance their understanding of the subject matter of their course through collaborative group discussion; prepare better for assessed work and examinations.

(Fleming 2009A)


Overview: Training PAL Leaders Training comprises of:

2 days of Initial Training for new Leaders in June/September (Compulsory)

Weekly Follow-Up Training throughout 1st Term (Optional)

(Fleming 2009)

www.bournemouth.ac.uk#Aims of Initial Training To provide leaders with:

An overview of main ideas upon which PAL is based

Activities and techniques that leaders should use to run sessions effectively and structure group discussions

Awareness of various situations that may arise and evaluate best ways to approach them

Opportunities to put skills and techniques into practice

Opportunities to meet experienced PAL Leaders

(Fleming 2009B)

www.bournemouth.ac.uk#Initial Training Approach Modelling:Create active learning environment which models approach Leaders use in their PAL sessionsVariety of small group learning techniques pairs, rounds, pyramid, jigsaw, etc.Frequently move leaders aroundEmphasis on re-directing questions

Logistics: Optimum number of Leaders for initial training is 30Room layoutMake considerable use of PAL Leader Student GuideRecord responses to discussions (Fleming 2009B)

www.bournemouth.ac.uk#Create an active learning environment which models the approach Leaders should use in their PAL sessions: we aim to make the Leaders learning an active process, modelling the approach leaders should use in their PAL sessions

Re-directing questions : get leaders to think about ideas and situations and come up with their own answers first, so that they understand how re-directing questions is important in their PAL Sessions and enables students to think for themselves

Frequently move leaders around: so that they can benefit from hearing new perspectives and ideas

Use a variety of small group learning techniques pairs, rounds, pyramid, jigsaw, etc.: to make Leaders aware of various learning techniques and how effective they can be

Optimum number of Leaders for initial training is 30: easy to work in pairs or 5 groups of 6, enables everyone the opportunity to be a PAL Leader in simulated session with a partner, and a good amount of students are left to participate in the simulated session

Room layout: groups of 4-6; easy to focus on a discussion and share ideas; easy for trainers to move around and join in on conversations; easy to manage yet sufficient for lots of discussion content

Make considerable use of PAL Leader Student Guide: demonstrate the usefulness of the content in the manual, develop a familiarity with using the manual, and encourage the use of its content

Record responses to discussions: get Leaders to write responses to discussions on a whiteboard so that they can refer back to earlier ideas, develop these further at a later stage, and compare their responses to other groups. Responses are also recorded on a discussion board in PAL Central on myBU so that at any time later in the year, Leaders can refer back to the responses from their training and also access responses from other training days.

7Content of Initial Training 2011 Day 1:What PAL is aboutExperiences of PALHow to run PAL sessions (Video and Discussion)Resources available on VLE (PAL Central & course-specific PAL Communities)Similarities & Differences between PAL & TeachingSimulated PAL SessionsDebriefing on Simulated PAL Sessions

Day 2:Simulated PAL SessionsDebriefing on Simulated PAL SessionsAdditional Learning Support awarenessCultural awareness Q & A session with experienced PAL LeaderBoundary Setting Meet Course ContactPlanning First Session

(Smith et al. 2011)www.bournemouth.ac.uk#2 Day Training compulsory from Day 1 !

Experiences of PAL: mix of Leaders across all schools in training students can share different experiences of what PAL was like for them last year

Content of training is delivered through a diverse mixture of techniques for active learning, and a on how to run sessions that was created by BU students based on their experiences as PAL Leaders in 2007.

Video was produced in 2007, in collaboration between PAL Coordinator and Media School, including PAL Leaders from the school.

Simulated PAL sessions- PAL Leaders are selected for each simulated session, normally in pairs, and watch the opening minutes of a documentary/lecture. They then lead a PAL session to their group, who have sat and made notes on the video, thus replicating the real life scenario. 8PAL Online Communities

(Smith 2009)PAL Leaders are granted Read-Only access to all Level C Units Each course has its own PAL Community just for PAL Leaders and Level C Students All PAL Leaders, Course Contacts, and PAL Co-ordination Team have access to PAL Central www.bournemouth.ac.uk#Blended Approach to PAL from 2010

PAL Central PAL Leaders, Course Contacts, and staff involved in supporting PAL can access PAL Central. Main sections:AnnouncementsPAL EssentialsPAL Leader Job DescriptionForms for Planning, Review, Evaluation, and Observation of PAL SessionsAttendance RegisterPay Claim Form and Employment DocumentsTop-Up Training Sessions Available and Sign-up ListRunning PALGetting StartedHow to run PAL sessionsWhat to do in your PAL sessionsYour first PAL sessionWorking with your PAL GroupContactsWorking with your PAL Course Contact Using myBUGuides on how to use PAL Communities Session IdeasResources for different learning techniques Discussion BoardRecorded discussions from all initial training sessions Some Materials within PAL Central have been adapted from the original hardcopy PAL Leader Manual.

Course-Specific PAL Communities Accessible by Level C Students and PAL Leaders associated with the course/programme. Main sections:AnnouncementsThis is where Leaders can post announcements for their group(s)PAL LeadersLeaders post contact details, facebook group, photo (if they wish)Useful ContactsLinks to course-specific info, Library & Learning Support, and Academic Staff Index; Leaders can add contacts if they wishDiscussion BoardsPAL GroupsCan have private discussion with PAL Group; Leader can email group or individuals Evaluation CentrePAL Leaders complete a weekly/bi-weekly register of the attendance of their group to their PAL Sessions 9Weekly additional training throughout 1st TermTopics include: BU Student Development AwardStudent Representation More Productive Group workStudy Habits and Time ManagementPlagiarism and ReferencingNew Skills and Your CV

PAL Follow Up Trainingwww.bournemouth.ac.uk#In the optional Follow up Training, PAL Leaders can gain support and ideas to support their own sessions on a variety of topics. These tend to be hands on and involve group based activities as in initial training. Sessions are run by various guest speakers from across Student and Academic Services and Student Union. Take up is quite low.

Changes: Follow up Training has always been a component in programme at BU. In Hughs time, follow up training covered similar topics and despite being voluntary was also paid. In 2010, we experimented by bringing in compulsory follow up training for things not covered in initial training e.g. Using PAL Central, Cultural Awareness. However, attendance was patchy, even for these compulsory Sessions. This year, follow up training, is no longer paid but aims to cover a wide variety of topics that may be of use to PAL Leaders for their development as PAL Leaders and students.

Some of the sessions of Follow-Up Training were originally part of the compulsory initial training however due to feedback from PAL Leaders, the initial training was streamlined and therefore some aspects were cut from original training and are now offered at a later date in Follow-Up Training e.g. student representation 10How Training has Developed (2001-2011)2001-2004:HEFCE Funded Project aimed at raising attrition rates 2011:151 PAL Leaders trained

2008:Buddy Scheme(Final year Top-Up students)2010:Streamlined PAL Leader Guide and available on PAL Central 2010:PAL Online Communities2001:PAL introduced, 3-8 PAL Leaders in School of Tourism2 Day Initial Training2011:Monthly Newsletter for Leaders2002:Weekly/bi-weekly training offered2002-2010:PAL expands to all schools2007:PAL Leader Videowww.bournemouth.ac.uk#Started in 2001 as a HEFCE Funded Project aimed at higher attrition ratesOnly 3 PAL LeadersNow has expanded to 151 Leaders in 5/6 Schools; 44 in MSTraining programme developed by PAL Coordinator, Hugh Fleming and still very much template for existing structure. Initially, Hugh looked to various training approaches already in place, such as Supplemental Instruction, for inspiration, and adapted to fit the PAL model.Since 2010, and new PAL Coordination team, various changes have been made. Streamlining Initial Training in response to Feedback from attendees and in consultation with key stakeholders (e.g PAL course contacts). Now, we hold over 2 days but is more condensed.

Blended Approach to PAL from 2010 In 2010, content from PAL Leader Manual was to PAL Central and a new streamlined PAL Leader Guide was printed, which focussed on content for initial 2 day training.PAL Online need for Training reflected in time given to this in initial training.

Buddy Scheme- this started several years ago, but has continued.Monthly Newsletter provides additional ideas for sessions and opportunities for PAL Leaders

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Feedback from LeadersTraining helped understand the role of a PAL Leader:

Learning the importance of guiding students to the correct answer rather than giving them the answer, PAL Leader Training 19-20 September 2011

Support their learning rather than teaching them new things,PAL Leader Training 19-20 September 2011

Knowing what the boundaries in PAL are, PAL Leader Training 22-23 September 2011


Feedback from LeadersTraining will be useful for running sessions:

It was great to have the opportunity to try out some techniques and good fun, PAL Leader Training 19-20 September 2011

Developing an awareness of re-directing questions,PAL Leader Training 19-20 September 2011

Discussing situations that may arise and how to deal with them, PAL Leader Training 19-20 September 2011

Learning how to manage groups by effective learning techniques such as the pyramid and asking the right kinds of questions, PAL Leader Training 22-23 September 2011


Feedback from LeadersTraining developed Leaders personally:

Made us think what to do, PAL Leader Training 15-16 September 2011

The simulated PAL sessions were good because it involved everyone and gives you an understanding of whats expected and how it feels, PAL Leader Training 22-23 September 2011

In showing where my strengths and weakness are,

PAL Leader Training 22-23 September 2011

Gaining my personal confidence before my first time as a PAL leader, PAL Leader Training 19-20 September 2011

www.bournemouth.ac.uk#14Further enhance training by producing a video with current PAL Leaders about their experienceFocus groups with PAL Leaders; and also with PAL Groups Explore demand for PAL across all academic years and training needs

Goals for the Future www.bournemouth.ac.uk#Enhance training: Produce a video with current PAL Leaders to talk about their experiences to play at Training, in case few past leaders attend.Expanding PAL at BU: looking for the remaining pockets within BU that are not supported by PAL.Explore demand for Peer Mentoring across all: Working with academic schools to support any demand for expanding Peer mentoring provision at BU e.g. Level H to I, Alumni to Level H (Coaches)15

Any Questions?

Thank you!www.bournemouth.ac.uk#References CitedFleming, H., 2009A. Peer Assisted Learning (PAL): an overview. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/ [Accessed 22 October 2011].

Fleming, H, 2009B. Training PAL Leaders. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/training.html [Accessed 26 October 2011].

Fleming, H., and Hurne, J., 2004. PAL Project: Final Report. Mar. 2004. Poole: Bournemouth University. Available from:http://pal.bournemouth.ac.uk/documents/final_report.pdf [Accessed 27 October 2011].

Smith, T., 2010. PAL Central. Poole: Bournemouth University . Available from: https://mybu.bournemouth.ac.uk/webapps/portal/frameset.jsp [Accessed 20 October 2011].

Smith, T., Parton, S., Knight, M., and Fleming, H., 2011. Peer Assisted Learning Student Guide 2011-2012. Poole: Bournemouth University. [Unpublished]

www.bournemouth.ac.uk#Further ReadingCapstick, S., and Fleming, H., 2004. The Learning Environment of Peer Assisted Leaning. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/documents/Lrng%20Envirmnt%20of%20PAL%204.pdf [Accessed 21 November 2011].

Jacobs, G., Hurley, M., and Unite, C. 2008. How learning theory creates a foundation for SI leader training. The Australasian Journal of Peer Learning, 1 (1), 6-12.

Lipsky, S. A. 2006. A credit-bearing course for SI training leaders. In M. E. Stone & G. Jacobs., eds. Supplemental Instruction: New visions for empowering student learning. San Francisco: Jossey-Bass, 33- 42.

www.bournemouth.ac.uk#Suggested Reading for me!Ashwin, P. (2002) Implementing Peer Learning Across Organisations: the development of a model. Mentoring & Tutoring, 10(3), 221-231Miller, C. & Packham, G. (1999) Peer assisted Student support at the University of Glamorgan: innovating the learning process? Mentoring and Tutoring, 7(1), 81-95. BOUD, D., COHEN, R. & SAMPSON, J. (Eds) (2001) Peer Learning in Higher Education (London,Kogan Page).Jacobs, G., Hurley, M., & Unite, C. (2008). How learning theory creates a foundation for SI leader training. In S. Rogan, P. Dawson, & S. Draper (Eds.), The Australasian Journal of Peer Learning (pp. 6-12). Lipsky, S. A. (2006). A credit-bearing course for SI training leaders. In M. E. Stone & G. Jacobs (Eds.), Supplemental Instruction: New visions for empowering student learning (pp. 33-42). San Francisco: Jossey-Bass. This chapter describes key components in the design of a training course for SI leaders. It looks at course topics and accompanying theoretical frameworks, and explains how content is delivered.McDaniel, A. (2008). Recruiting and training Supplemental Instruction leaders. In M. E. Stone & G. Jacobs (Eds.), Supplemental Instruction: Improving first-year student success in high-risk courses (No. 7, 3rd ed., pp. 39-56) Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.McGlone, F. D. (1994). A training and implementation program for first year student peer mentors. Unpublished manuscript, Queensland University of Technology, Brisbane, Queensland, Australia.MARTIN, D.C. & ARENDALE, D.R. (Eds) (1994) Supplemental Instruction: increasing achievement and retention (San Francisco, CA, Jossey-Bass).Shores, P., & Tiernan, J. (1996). Peer mentor training: A collaborative exercise in systemic change. Unpublished manuscript, University of Western Sydney at Nepean, New South Wales, Australia. Available: Ms. Penny Shores, Counseling and Health Unit, University of Western Sydney, Nepean, P. O. Box 10, Kingswood New South Wales 2747, AustraliaWallace, J. & Rye, P. (1994) What is SI? In C. Rust & J. Wallace (eds.) Helping students to learn from each other: Supplemental Instruction. Birmingham, England: Staff and Educational Development Association
