PALSI Leader Training I (Experienced Leaders) Semester B, 2011/12
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Transcript of PALSI Leader Training I (Experienced Leaders) Semester B, 2011/12
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/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). “[email protected]”. 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