1 / 28

Peer-Led Team Learning: The Power of Teamwork

Peer-Led Team Learning: The Power of Teamwork. Northeastern Illinois University Ashley Bennett Golomb Michael Cline Ed Elliott City College of New York A.E. Dreyfuss Miami University Kristy Drobney Jerry Sarquis. Concerns. Difficult to engage students 

erasmus
Download Presentation

Peer-Led Team Learning: The Power of Teamwork

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Peer-Led Team Learning:The Power of Teamwork Northeastern Illinois University Ashley Bennett Golomb Michael Cline Ed Elliott City College of New York A.E. Dreyfuss Miami University Kristy Drobney Jerry Sarquis

  2. Concerns • Difficult to engage students  • High attrition rates in introductory science courses • Even capable students are frustrated • Feedback from industry indicates students lack: • Communication skills • Team problem-solving skills

  3. Barriers to Student Success • Impersonal teaching style • Lack of a community of learners • Isolation • Lack of recognition of different learning styles • Lack of mentoring in first two years of college

  4. READING HEARING WORDS LOOKING AT PICTURES WATCHING A MOVIE LOOKING AT AN EXHIBIT WATCHING A DEMONSTRATION SEEING IT DONE ON LOCATION PARTICIPATING IN A DISCUSSION GIVING A TALK DOING A DRAMATIC PRESENTATION SIMULATING THE REAL EXPERIENCE DOING THE REAL THING Cone of Learning (Edgar Dale) After 2 weeks we tend to remember... 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we HEAR and SEE 70% of what we SAY 90% of what we both SAY and DO Nature of Involvement Verbal Receiving Visual Receiving Receiving/ Participating Doing PASSIVE ACTIVE Edgar Dale, Audio-Visual Methods in Teaching, 3rd Ed., Holt, Rinehart and Winston, 1969

  5. Origins of the Model • Started in early 1990’s at City College of NY, U. of Rochester, and St. Xavier, Chicago. • Got support from NSF-DUE, including one of five major grants funding systemic initiatives for change in the undergraduate chemistry curriculum.

  6. What is a Workshop? • A workshop is a group of 6-8 students that meets for approximately 2 hours each week to solve problems in a course. • Problems are selected to encourage active participation and make it impossible for a student to be a passive observer. • Students are under the guidance of a well-trained peer-leader

  7. Distinguishing Characteristics of PLTL • The Workshop model builds on earlier work and shares elements of group or team learning with other efforts, but it is NOT • a recitation or question-and-answer session • a tutorial • a passive or remedial approach to the work • Has the unique characteristic of peer leadership as an integral part of the course structure.

  8. Peer-Led Team Learning • Peer • A more experienced undergraduate student who has recently completed the course with a good grade. • Led • Refers to leadership. A leader is a guide to others. Goes through extensive training to assume this role.

  9. Team • A group of 6-8 people who work together to achieve a common goal. A distinguishing characteristic of a team is that it has a leader. • Learning • The goal of the team is to learn chemistry. Our focus is on student learning.

  10. Experience a Workshop Take Notes: • What does the leader have to do? • What do the students have to do? • What does the faculty member have to do? • How will it work in my class?

  11. Critical Components

  12. Some of the Nitty-Gritty • What? No answer key? • Answer keys can undermine what the Workshop model is trying to create • students’ ability to develop strategies to arrive at their own solutions • students’ confidence in solving tough problems • students’ satisfaction in finding answers that, in the group’s opinion, hold up under scrutiny.

  13. Organic Chem. U. of Rochester § Points to earn C; *Admission policy changed

  14. Success Rates (A, B, or C percentage) Organic Chemistry, University of Rochester

  15. Summary of MU Results (Averages  Fall Semester 2003) * Same Instructor

  16. Intangibles • Student Assessment of Learning Gains (SALG) • How much has this course/this workshop helped you make gains in …

  17. SALG Assessment – Fall 2004 • 1st semester general chemistry • 2 different instructors • PLTL class and a non-PLTL class • ACS First Term 2002 exam as final • PLTL 47.8 (“at risk” math ACT) • non-PLTL 49.6

  18. How did each of the following aspects of class help your learning?

  19. How much has this class added to your skills in each of the following?

  20. To what extent did you make gains in any of the following as a result of what you did in this class?

  21. How much of the following do you think you will remember and carry with you into other classes or aspects of your life?

  22. Student Assessment of Learning Gains (SALG) Instrument

  23. Student Perception Data(10 classes)

  24. Joining the Group • There is help available • Workbooks, guidebooks, handbooks published by Prentice-Hall • Web page -- www.pltl.org • Progressions- the PLTL newsletter online • “Veterans” can be resource people • Chautauqua short course-June 22-24, 2006, University of California Fullerton, CA • Introductory workshop on PLTL on July 14-15, CCNY, NY

  25. Acknowledgments • National Science Foundation • Project Partners • Peer Leaders • Leo Gafney, Project Evaluator

More Related