www.bournemouth.ac.uk 1 PAL Leader Training at Bournemouth University National HE STEM Programme – South West Spoke Steve Parton – PAL Coordinator Vicki Noad – Peer Mentoring Assistant
Dec 25, 2015
www.bournemouth.ac.uk 1
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 2
What we will cover:
• PAL at BU• PAL Initial Training• PAL Follow-Up Training• PAL Online Communities • How Training has Developed (2001-2011)
• Feedback from Leaders• Future Goals
www.bournemouth.ac.uk 3
PAL at BU: The role of the PAL
Leader
• PAL Leaders do not teach
• Facilitate discussion/share experiences
• Weekly/fortnightly sessions
• PAL integrated into course programmes
(Fleming & Hurne 2004)
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Aims of PAL
To 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)
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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)
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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)
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Initial Training Approach
Modelling:• Create active learning environment which
models approach Leaders use in their PAL sessions
• Variety of small group learning techniques – pairs, rounds, pyramid, jigsaw, etc.
• Frequently move leaders around• Emphasis on re-directing questions
Logistics: • Optimum number of Leaders for initial
training is 30• Room layout• Make considerable use of PAL Leader
Student Guide• Record responses to discussions
(Fleming 2009B)
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Content of Initial Training 2011
Day 1:• What PAL is about• Experiences of PAL• How to run PAL sessions
(Video and Discussion)• Resources available on
VLE (PAL Central & course-specific PAL Communities)
• Similarities & Differences between PAL & Teaching
• Simulated PAL Sessions• Debriefing on Simulated
PAL Sessions
Day 2:• Simulated PAL Sessions• Debriefing on Simulated
PAL Sessions• Additional Learning
Support awareness• Cultural awareness • Q & A session with
experienced PAL Leader• Boundary Setting • Meet Course Contact• Planning First Session
(Smith et al. 2011)
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PAL 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
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• Weekly additional training throughout 1st Term
• Topics include: o BU Student Development Awardo Student Representation o More Productive Group worko Study Habits and Time Managemento Plagiarism and Referencingo New Skills and Your CV
PAL Follow Up Training
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How Training has Developed (2001-2011)
201120092007200520032001
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
Communities
2001:PAL introduced, 3-8 PAL Leaders
in School of Tourism
2 Day Initial Training
2011:Monthly
Newsletter for Leaders
2002:Weekly/bi-
weekly training offered
2002-2010:PAL expands to
all schools
2007:PAL Leader
Video
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Feedback from Leaders
Training 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
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Feedback from Leaders
Training 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
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Feedback from Leaders
Training 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 what’s 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
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• Further enhance training by producing a video with current PAL Leaders about their experience
• Focus groups with PAL Leaders; and also with PAL Groups
• Explore demand for PAL across all academic years and training needs
Goals for the Future
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Any Questions?
Thank you!
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References Cited
Fleming, 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]
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Further Reading
Capstick, 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.