PALSI Leaders Workshop XPeer Assisted Learning and Supplemental Instruction (PALSI)Hokling CheungOffice of Education Development and Gateway Education (EDGE)10 January, 2012

PALSI Leaders?

WELCOME AGAIN!

Intended Outcomes for this WorkshopAs an experienced and trained PALSI Leaders, by the end of this workshop, you should be able to

use the electronic venue booking system identify the deadlines for monthly claim form review PALSI’s intended learning outcomes prepare for the PALSI sessions in semester B discuss the ideal arrangement for an Online

Learning Community (OLC) give feedback on the PALSI sessions in the last

semester

Electronic Systems

• Electronic Venue Booking System

• Monthly Claim Form Submission Deadlines

Mr Raymond CHAN

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

How well have you achieved these ?

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

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

Tips for effective PALSI sessions

• Cover title: • Back cover: your name/signature• Content: at least 5 tips/reminders

for the new PALSI Leaders

Fold the paper and make it a small book with 8 pages

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

http://goo.gl/6W7VZ

PALSI Leader SurveySemester A, 2011-12

http://goo.gl/IeNlE

PALSI Student SurveySemester A, 2011-12

Please help invite your students to give feedback

Online Learning Community (OLC)

• Platform?• Feature & functions?• Who should be allowed to use?• What kind of activities?• Incentive ..

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.

See you again in the next PALSI Leader Workshop!

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