1. Learning Development
Peer Assisted Learning Leicester Award:
Training Session 1
Steve Rooney
Zoe Enstone
Marta Ulanicka
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
3. Training sessions
• 25th October 2011: Facilitation skills
• 1st November 2011: IT skills/independent group work.
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www.le.ac.uk/slc
4. Plan of session
• Introduction to Learning Development
• Facilitation Skills
Break
• Remembering Boundaries
• Skills Audit
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www.le.ac.uk/slc
5. Academic Skills Development – what we do
• Getting organised and
ready for study • Making the most of lectures
• Managing time
• Academic writing
• Effective reading strategies
• Making notes
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www.le.ac.uk/slc
6. Academic Skills Development – methods of
access
one-to-one
consultations
online and paper-based resources
study-skills workshops
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
8. Plan of session
• Introduction to Learning Development
• Facilitation Skills
Break
• Remembering Boundaries
• Skills Audit
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
9. Teaching/instruction versus Facilitation
Teaching Facilitation
Helping people to reach answer
Concrete instruction themselves - more about guiding
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11. Facilitation – what’s involved? what works?
Building on top of existing knowledge
Questioning
Interactive - keeping people engaged
Avoid hierarchies
Group work, collaboration
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1
12. Facilitation
Multi-sensory Positive
Questioning
Multi-media Reinforcement
Group Work
Experiential Generic Study
and Group
Learning Skills
Dynamics
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13. Questions: Open versus closed questions
• Closed questions: emphasise content, can often be answered
with a few words, or with a yes/no;
• Open questions: allow the other person to elaborate on
information of their choice.
Closed Open
Did you understand the main What did you think were the
points of the first lecture on main points of the lecture?
Physiology?
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14. Questions: Socratic questioning
Socrates taught by asking
questions to encourage his pupils
to discover the answer
themselves.
‘Socratic questioning’ relates to
the use of open questions to
break down difficult concepts into
small chunks of information which
can be answered more easily.
Image from: http://www.flickr.com/photos/ian-w-scott/4869953457/
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15. Questions: Socratic questioning (2)
How do we address this whole problem?
What is the first thing we need to do to understand this?
More information at:
http://www.changingminds.org/techniques/questioning/socratic_questions.htm
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16. Redirecting questions – how not to give
answers
• Can anybody help X answer that question?
• What was said in the lecture about this?
• Does anybody know the answer to that question?
• What do you think?
• What information would you need to answer that?
• What is the first thing you would need to do? What would you
need to do next?
• Let’s try and work that out together.
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17. Fill them up with facts!
“Now, what I want is, Facts.
Teach these boys and girls
nothing but Facts. Facts alone
are wanted in life. Plant
nothing else, and root out
everything else. You can only
form the minds of reasoning
animals upon Facts: nothing
else will ever be of any service
to them.”
Thomas Gradgrind
in Charles Dickens, Hard Times
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19. Tell me, show me, involve me
“Tell me and I'll forget.
Show me and I'll remember.
Involve me and I'll
understand.”
Confucius
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20. Using the senses Kinaesthetic
Encourage students learning:
to: learning through
Encourage students to:Discuss and doing/movement
Draw: explain topics to Encourage use of:
pictures/diagrams/flow other
each Experiments,
charts/mind maps Listen to simulations, role-
Use colour lectures/recordingsplay Both taste and smell
Make good use of ‘Explain aloud’ as Real can act as powerful
space in their notes a revision/ artefacts/objects memory triggers.
Visualise comprehension Resources which ?
Access a variety of checking strategy are interactive
resources such as “You do not reallyand/or involve
written texts, understand problem solving,
screencasts, diagrams,something unless such as games,
charts etc. you can explain it quizzes etc.
to
your grandmother.”
(Albert Einstein)
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21. Techniques to get them talking
Thinking Develop ideas
Time Understand task
Input new but Pair Pair Get talking
related task discussion discussion Check understanding
Group Group Group Group Develop
work work work work ideas
Whole class feedback
Tutor summary
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22. Other techniques
• Rounds
• Case studies
• Role play
• Changing the rules
• Games
• Quizzes
• Debates
Structured activities can also help manage group dynamics
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23. Positive reinforcement
Think about how you can:
• create a positive atmosphere;
• encourage participation;
• use praise in a constructive way (‘I
like the way you’ve elaborated on
the points instead of just providing
a list’)
• respond tactfully if you suspect
lack of understanding (‘What else
could you add to this?’ ‘Is there
another way you could look at
this/different approach you could
take?’)
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24. Awareness of generic study skills
Information
management,
Time management
reading strategies,
note-making
Revision and exam
Academic writing
skills
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
25. Plan of session
• Introduction to Learning Development
• Facilitation Skills
Break
• Remembering Boundaries
• Skills Audit
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
26. Plan of session
• Introduction to Learning Development
• Facilitation Skills
Break
• Remembering Boundaries
• Skills Audit
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
28. Plan of session
• Introduction to Learning Development
• Facilitation Skills
Break
• Remembering Boundaries
• Skills Audit
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
29. Contacting us and staying in touch
www.le.ac.uk/leicesteraward
palaward@le.ac.uk
(0116) 2231889
2nd floor,
David Wilson library
www.le.ac.uk/leicesteraward
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30. Sections of this training session were based on the UCL transition mentor training
materials (http://www.ucl.ac.uk/transition/student-mentoring) and Glasgow PAL
coordinators’ pack (http://www.psy.gla.ac.uk/~steve/resources/paltraining.pdf).
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31. Encourage students to: Encourage students to: Kinaesthetic learning:
Draw: Discuss and explain learning through
pictures/diagrams/flow topics to each other doing/movement
charts/mind maps Listen to Encourage use of:
Use colour lectures/recordings Experiments,
Make good use of ‘Explain aloud’ as a simulations, role-play
space in their notes revision/comprehension Real
Visualise checking strategy artefacts/objects
Access a variety of “You do not really Resources which are
resources such as written understand something interactive and/or
texts, screencasts, unless you can explain it involve problem
diagrams etc. to your grandmother.” solving, such as games,
(Albert Einstein) quizzes etc.
Both taste and smell
can act as powerful
memory triggers.
?
www.le.ac.uk/leicesteraward
www.le.ac.uk/slc
Notas del editor
Connect to website and take students through it:Contact details firstWorkshops: these are central workshops – schedule + outline and I will probably also come and talk to you as a group.Appointments: you can book a 30 minute appointment one to one with a study skills adviser to talk through your work (don’t click within that bit)Resources: organised into four sections: 1) study skills: getting organised, time management, making the most of lectures, reading and making notes, plagiarism2) Writing skills: How to write an essay, grammar guides, referencing, critical reading and critical writing 3) Presentation skills 4) Numeracy skills 5) IT skills 6) Dissertation skills.Then take students through the Writing Essays tour – divided into stages, with an intro and links to resources relevant to that stage.
Exercise with physical objects – Steve to run? No whole group feedback?
Ask students what is their view of facilitation? What works? Whatever you do – even a resource investigation etc – will be relevant. Give 1 min? Put a timer on?