Www.bournemouth.ac.uk 1 PAL Leader Training at Bournemouth University National HE STEM Programme – South West Spoke Steve Parton – PAL Coordinator Vicki

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


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


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)


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)


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)


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)


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)


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)


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


• 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


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


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



Training will be useful for running sessions:

“It was great to have the opportunity to try out some techniques and good fun,”


“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,”


“Learning how to manage groups by effective learning techniques such as the pyramid and asking the right kinds of questions,”




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,”


“In showing where my strengths and weakness are,”


“Gaining my personal confidence before my first time as a PAL leader,”



• 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


Any Questions?

Thank you!


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]


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.

Documents

Www.bournemouth.ac.uk 1 PAL Leader Training at Bournemouth University National HE STEM Programme – South West Spoke Steve Parton – PAL Coordinator Vicki