Inspired by the learning of other students … PAL

Inspired by the learning of other students … PAL

Rob VierendeelsAndrea Cools

Steven BaxStig Broeckx Els CampfortsInge Clijsters

Quiz:- Who learns the most tutor or

tutee?- What are the differences

between working tutees and “normal” tutees

- 4 hours of tutor training does not help ? (T, F)?

Pal in KHKempen

In 9 departmentsSeveral projects and variants

One example

Tutors…inspired by PAL

Rob Vierendeels

OOF-Project Pal scoort op vele velden

Integration of research and education:Scientific project- Do research- Execute project- Evaluate- Presentation of results

Quiz:

- Who learns the most: tutor or tutee?

- What are the differences between working tutees and

“normal” tutees- 4 hours of tutor training does

not help a lot (T, F)?

Tutoring:More than teaching?!

FC Tutters: Steven Bax 2 Bio 1Stig Broeckx 2 Bio 1Els Campforts 2 Bio 2Andrea Cools 2 Bio 2Inge Clijsters 2 Bio 2

Introduction Pal

Interaction with teaching staff

Tutor sessions

Working students

Research

Stig Broeckx

Introduction Pal

Peer Assisted Learning

• Peers• “Those who teach, learn twice.”

TUTORS

“Teaching” students

No authority

Co-student, facilitator guide, coach

Speak and listen!

PEER TUTORING

Same level

• Equal status• Unequal status

Cross level

• Other institution• Other year

METHODE

Start from available material Share experiences Expectations of potential tutees

DISCIPLINES IN LITERATURE

MedicalMath - ScienceLanguage : p.e. migrants

PROJECT

Tutees•Individual help•First year students•Same major, other year•AND working students

Disciplines•Math•chemistry

Level•Same level•Cross level -- age difference for working students

Interaction with lecturers

• Inge Clijsters

TUTORS V E R S U S LECTURERS

Tutors•No expert•More time to spend to an individual student•More concerned on student •Small difference in age•More quantity•Less quality

Lecturer•Expert•Less time

•Less concerned on individual, more on the group•More difference in age•Less quantity•Better quality

COMMUNICATION

• Start project: meeting with coordinator

and lecturers• Mail – forum – weekly meeting• A lot of attention• No enemies• Insight in self evaluation tests – analysis of test results

EVALUATION

With coordinator:• Functionality meetings• Logbook• Reflection papers

Briefing to lecturers :• Communication of common problems• Improvement

Tutor training

Tutor training, focus on

• Communication skills• Feedback• Guidance techniques• Organization of sessions

Tutor training

Tutor sessions

Steven Bax

PREPARATION

Content

Which subject?What is the problem?Tutor and tutee prepared!

PREPARATION

Practical

Contact (mail, face to face, toledo)Making an appointmentPreparing materials

Ready, set, ... Tutee at his ease

Action!

Detect start situation Start from questions of tutee - Small steps - Motivate, stimulate, give compliments! Keep it pleasant Question technique

EVALUATION

QualitativeRapportsIntrospectionsReflectionsObservationQuantitativeNotesPublicationsPaperPresentation

Working students

• Andrea Cools

Differences ?

Workingstudent

• differences:• between tutees• tutor

• Faster tempo• Big quantity of material• Group • General overview

Regular student

• Negligble differences• Normal tempo• Details, smaller quantity• Personal• Specific questions

TIME MANAGEMENT

SESSION

AGE

Process

preparation

• planning• communication• Choise of teaching materials

session

• introduction• central part• conclusion

evaluation

• tutor by tutee• tutee by tutor• with coordinator

Intro

subjectframework

planning

PROCESS

Central

part

MethodCentral topicEvaluation tutee

PROCESS

end

revisiontipsevaluation tutor

PROCESS

Research

• Els Campforts

BACKGROUND MATERIAL

School of Biotechnology, DublinMaths en Chemistry

• Tutees control group• Evaluation

• Question list• Results intermediate tests + exams

RESULTS

• Several disciplines• Significant influence on math and

chemistry

Het eff ect van tu tors op de prestaties bij de testen van w iskunde.U itleg: D e eerste drie tes ten vonden p laats tijdens de eers te sem ester en de ander drie testen tijdens de tw eede sem ester. Er w as een heel hoog signifi cant inv loed van de tutors ( p= 0 ,0 01) . De verschillen door de tu torsessie z ijn het best te zien bij de progressieve verbeter ing van testen 1 tot 4

bere

kent

gemi

ddeld

e (%

)

n ie t- tu te e tu te e

Mea

n (%

)

resultaten 1998-2000

niet-tutee tutee

Het effect van tutoren op de examenprestatiesUitleg: De tutorsessie verhoogde de behaalde percentage van de examens wiskunde (Ms125; p=0.006), organische en anorganische chemie (CS101; p=0.003) en fysische en analytische chemie (CS102; p=0.001) significant. De uitslagen van de controlegroep voor deze vakken waren niet significant verschillen dan de behaalde procenten van de drie vorige jaren ( p- waarden respectievelijk: 0.606, 0.75 en 0.905). De verschillende uitkomsten tussen de tutees en de niet-tutees in biologie en fysica (welke niet aanbod kwamen bij de tutorsessies) waren niet significant (deze resultaten zijn dan ook niet weergegeven in de grafiek)

RESULTS

Significant difference tutee non-tuteeBetter success rates

Quiz:

- Who learns the most tutor or tutee?

- What are the differences between working tutees and

“normal” tutees- 4 hours of tutor training does

not help a lot (T, F)?

Andrea

Inge

Steven

Stig

Els