ntended Outcomes: - Identify the PALSI scheme’s intended learning outcomes - Describe the expectation of a PALSI Leader - Develop a systematic approach to manage each PALSI session - Identify the logistics and related requirements Activities: - Lecture - Q&A

1. PALSI Leaders Workshop I
Peer Assisted Learning and Supplemental Instruction (PALSI)
Hokling Cheung
Office of Education Development and General
Education (EDGE)
31 August, 2011

2. Why are you here?
What is PALSI or peer
assisted learning? Why?
PALSI Leaders?

3. Intended Outcomes for this Workshop
• Identify the PALSI scheme’s intended learning
outcomes
• Describe the expectation of a PALSI Leader
• Develop a systematic approach to manage
each PALSI session
• Identify the logistics and related requirements

4. PALSI is a peer-assisted learning scheme using Supplemental
Instruction (SI) model. PALSI aims at enhancing students'
understanding in course materials and improve students’ overall
learning and reasoning skills.
Regularly scheduled, out-of-class
and peer-facilitated review
sessions are open to all students
taking the PALSI courses.

5. ?
Peer Assisted Learning
Senior year students No spoon feeding! How does learning happen?
who have performed PALSI Leaders should What is effective learning?
well in the department design and arrange the Consider
core courses. Not sessions to encourage Content knowledge
necessary experts. They active, collaborative Intellectual thinking skills
should possess and reflective learning. Learning needs & attitude
• content knowledge Learning strategies and skills
• positive attitude Deep learning
• effective learning
strategies
Maricopa Community Colleges (1997)
V. Miller et al (2006)

6. How to encourage active, reflective and
collaborative learning?
passive recipients of effective learning active thinking and
knowledge meaning making
extrinsic source of motivation intrinsic
“I have to learn it or I “I am really interested in
will fail the course.” this subject.”
abstract, academic & subject & task authentic, practical &
theoretic contextualised
insensitive, indifferent relationship & atmosphere respective, caring &
& stressful delighted
Lower thinking order demand & challenge Higher thinking order e.g.
e.g. remembering, application, analysis,
understanding evaluation, problem
solving & creation

7. Learning Styles
Archway School (2011)

8. Learning Styles
Find out your learning style: Index of Learning Styles Questionnaire R. Felder et al (1988)
http://www.engr.ncsu.edu/learningstyles/ilsweb.html Image source: Mindtools.com

9. Learning Styles
D. Schaller (2004)

10. How to encourage active, reflective and
collaborative learning?
Leader behavior:
encourage questions
prompt, probe
re-direct questions
listen for answers
provide timely feedback
V. Miller et al (2006)

11. PALSI sessions?? ?
PALSI Students?? ?

14. The Four Levels of Competence
Level 4: Unconscious Competence
Level 3: Conscious Competence
Level 2: Conscious Incompetence
Level 1: Unconscious Incompetence
http://www.managetrainlearn.com/page/conscious-competence-ladder
http://www.mindtools.com/pages/article/newISS_96.htm

15. 6 Intellectual Thinking Skills & Learning Outcomes
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING
Revised Bloom Taxonomy, L. Anderson, 1990

16. Identify the intended
learning outcomes and
expectation from the
teachers.
DHS Training Standards Guide (2008)

17. What is your learning strategy for
Outcomes Based Teaching & Learning?

18. The 7 Habits of Highly Effective People
As a leader or effective learner, do you
possess these habits?
Do they help enhance learning?
How to encourage and guide your PALSI
Students to develop skills sustainable?
Image source from wikipedia S.R. Covey (1989)
http://en.wikipedia.org/wiki/File:The_7_Habi
ts_of_Highly_Effective_People.jpg Image source from www.change-management-coach.com

19. 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.
World rankings
129 QS World University Rankings 2010
15 QS Asian University Rankings 2011

20. Planning your sessions
• Review the scheme’s intended outcomes
• Remember your role & responsibility
• Reflect on your learning experience
• Identify some potential learning needs and
challenges your PALSI students may encounter
• Prepare yourselves an attitude to listen and
eager to understand and share
• Encourage active, reflective and collaborative
learning
• Prepare yourselves for EACH session

21. Preparing EACH session
Content & Activity
Arrive at the session early
Greetings
Agenda
Conclusion of the session

22. Preparing EACH session
Content & 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

23. Preparing the 1st session
Content & Activity
About me & you
Learning
PALSI scheme and sessions
Conclusion

24. Preparing the 1st session
Content & Activity
About me & you
Introduce yourself & know each other
First year experience
Learning
Identify each other’s learning styles & needs
Discuss effective learning strategies
My goals and plans for University study
PALSI scheme and sessions
Discuss the outcomes & understand each other’s expectation
Talk about the nature of the course and discuss effective learning approaches
Reach consensus on the topics and formats of the sessions
State 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: Agenda
Mark attendance & keep documentation

25. Intended Learning Outcomes
Through the peer assisted learning scheme, PALSI students are expected to be
able to
• 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 How well have you
and innovation achieved these ?

26. What is that to me?
What is your own goal in this scheme
identify opportunities and
approaches for knowledge
discovery and innovation
develop better
understanding
of the subjects develop better team work,
communication and
leadership skills

27. See you again in the next PALSI
Leader Workshops!
Should you have any query, please
contact us and your teachers.
http://www.cityu.edu.hk/edge/palsi

28. References
Anderson, 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). “learning@maricopa.edu”. 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