Dr Elena Luchinskaya, Lancaster University/ Leeds Metropolitan University, UK.

Slides:



Advertisements
Similar presentations
Supplemental Instruction in Precalculus
Advertisements

Planning to Support Mixed Ability Teaching
Co-Teaching Preparation:
IVg IVc IVa Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional.
Increasing student motivation
April 6, 2011 DRAFT Educator Evaluation Project. Teacher Education and Licensure DRAFT The ultimate goal of all educator evaluation should be… TO IMPROVE.
Session Outcomes Explain how assessment contributes to the learning process Use a model of feedback to enhance student learning Identify a range of feedback.
NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING 2-Day Training for Phase I, II and III *This 2-Day training is to be replicated to meet.
Evaluating the student learning experience Ivan Moore HE consultant Centre for Excellence in Enquiry Based Learning Ivan Moore.
D.A Public School (O & A Levels)
1 SESSION 3 FORMAL ASSESSMENT TASKS CAT and IT FORMS OF ASSESSMENT.
An Introduction to Information Literacy Judith Keene Information and Learning Services, University of Worcester.
Improving Students’ understanding of Feedback
Faculty of Health & Social Care School of Nursing Shape your own future.
Introduction to Workshop 10 Choosing Learning and Teaching Approaches and Strategies.
Introduction to teaching and assessing so students will learn more using learner-centered teaching Phyllis Blumberg Warm-up activity How can instructor’s.
Cooperating Teacher and Teacher Candidate Workshop
QUESTIONS TO PROMOTE SELF-DIRECTED LEARNING SAMANTHA RONSICK AET/531 DECEMBER 8, 2014 DANENE MIMS, INSTRUCTOR.
INACOL National Standards for Quality Online Teaching, Version 2.
Managing an Online Course Personal Philosophy of Josh Eastwood.
INTRODUCTION.- PROGRAM EVALUATION
International Conference on Enhancement and Innovation in Higher Education 10.5 Wilson & Adie Empowering Students through Transitions.
Creating System-Wide Support for Learning Coaches with Joellen Killion
CPD4k Skills Competitions, CIF & PS
Critical Partnerships: Using Peer Support to Develop Skills in Writing at Masters Level Sue Forsythe Maarten Tas School of Education
The Impact of Project Based Learning on High School Biology SOL Scores Rhiannon Brownell April 1, 2008 ECI 637 ECI 637 Instructor: Martha Maurno, M.S.
Minimum Core Skills and embedding. A study by the National Research and Development Centre (NRDC) 2006 discovered that…. Learners on embedded courses.
NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS
Manipulatives – Making Math Fun Dr. Laura Taddei.
Margaret J. Cox King’s College London
MA course on language teaching and testing February 2015.
Teaching Through Problem Solving Part 2 – Bermuda Framework for Teaching Mathematics Gilbert Institute Ongoing PD commencing the week of March 3, 2014.
1 “So who wants to lead a mathematics department?” Developing Future Secondary Subject Leaders for Mathematics – Collaborative Action Research Project.
Interstate New Teacher Assessment and Support Consortium (INTASC)
Writing Across the Curriculum (WAC) at Sojourner Douglass College Faculty and Staff Session One Saturday, November 9, 2013.
Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.
OECD/INFE Tools for evaluating financial education programmes Adele Atkinson, PhD Policy Analyst OECD With the support of the Russian/World Bank/OECD Trust.
STEM Seminar – 23 rd November 2011 Overview Background Implementation of support initiative Methodology Evaluation Conclusions.
Also referred to as: Self-directed learning Autonomous learning
What is HQPD?. Ohio Standards for PD HQPD is a purposeful, structured and continuous process that occurs over time. HQPD is a purposeful, structured and.
The Redesigned Elements of Statistics Course University of West Florida March 2008.
THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PERCEPTIONS TOWARD ACTIVE LEARNING IN STATISTIC 2 COURSE AND THEIR ACADEMIC ACHIEVEMENT Vanny Septia Efendi.
Project Based Learning What, Why & How. Objectives for Today Have you experience the beginning of a project (= Making your own project) Analyze your experience,
A Quick Quiz What is your DI IQ? Discuss with peers… What do you know about differentiation? What concerns or fears do you have regarding differentiation?
Assessment for learning
Tutors… in vocational education Jan Dekelver Rob Vierendeels OOF-Project Pal scoort op vele velden Network of centers for training of innovative project.
Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
Building a Culture of Leadership at Belmont High School Michael M. Harvey, Ed.D. Principal, Belmont High School.
Differentiation What is meant by differences between learners?
A comparative study of the ways in which two modules of the 2005 B Ed Honours Course at UCT served to develop two educators in their professions Course:
Using Groups in Academic Advising Dr. Nancy S. King Kennesaw State University.
“Teaching”…Chapter 11 Planning For Instruction
DIFFERENTIATED INSTRUCTION Ideas taken from: Student Success DIFFERENTIATED INSTRUCTION EDUCATOR’S GUIDE (2010) REACH EVERY STUDENT.
QTC Tel: : Yan Li QTC Tel: : Student-Centred Learning The Challenge of Change.
PBL Instructional Design. PBL Instructional Design Name: Name of PBL: Grade Level: Content Area:
Greenbush. An informed citizen possesses the knowledge needed to understand contemporary political, economic, and social issues. A thoughtful citizen.
Learning Active Citizenship using IPADS, Political Blogs and Social Media Professor Bryony Hoskins, University of Roehampton.
MDE Mississippi Teacher Center Beginning Teacher Support Training Program.
Our work with RGF Moving towards assessment for learning
Technical Business Consultancy Project
NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS
Dr Carolyn Johnstone OctoberVET, 18 October 2016
EDU 695 STUDY Lessons in Excellence-- edu695study.com.
EDU 675 STUDY Education for Service-- edu675study.com.
Self-Directed Learning in Formal Education Settings
Helping US Become Knowledge-Able About Student Engagement
THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PERCEPTIONS TOWARD ACTIVE LEARNING IN STATISTIC 2 COURSE AND THEIR ACADEMIC ACHIEVEMENT Vanny Septia Efendi.
Finalization of the Action Plans and Development of Syllabus
Curriculum Coordinator: Patrick LaPierre February 3, 2017
Presentation transcript:

Dr Elena Luchinskaya, Lancaster University/ Leeds Metropolitan University, UK

 This presentation assesses the impact of PAL methods applied in teaching Mathematics and Physics in Sweden and Russia  It evaluates and compares the quality of students' experience of PAL in traditional classroom and university settings;  It analyses the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.

 This study is part of an on-going collaboration between Lancaster University UK, University West and Gothenburg University, Sweden on using non- traditional teaching methods such as Problem- based, Project-based and Peer-assisted learning in HE in maths-based disciplines.

 PAL can be incorporated into the learning process in a variety of ways: ◦ An alternative teaching method ◦ A strategy to rectify specific problems ◦ Part of planning a new curriculum etc.  A range of PAL strategies (e.g.): ◦ To achieve particular learning outcomes; ◦ To enhance students’ experience through group work and collaboration with peers.

 Group formation: ◦ Randomly selected groups; ◦ Purposely selected groups; ◦ Self-selected groups.  Peer tutors ◦ Academic performance, BUT ◦ With “enthusiasm and reliability”; ◦ Avoid self-absorbed individuals.

 The introduction of PAL methods was focused on developing problem-solving, analytical skills and developing the ability to formulate a problem mathematically; - To evaluate the quality of students’ experience; - To analyse the challenges teachers face in implementing innovative approaches to teaching and learning.

 University West – pilot project Land Surveying Programme, 9 weeks; 2008 – 42 1 st year students; 2009 – 48 1 st year students. Lectures – 4 h/week – traditional format; PAL – 4 h/week – 3 sessions.  Random group allocation  A peer tutor from each student cohort was assigned to each group and trained. Tutors had studied Mathematics at a higher level in High School. We have A, B, C and D-levels; tutors have studied at D-level. Entry requirement – C-level.

 Russia: School #99, Moscow; (specialises in mathematics and physics education, in association with the Moscow State Institute of Radio-Engineering, Electronics and Automation)  2008 – 31 A-level students; 8 weeks, 2 h/week  groups: AS-level – 24 students A-level – 30 students. PAL sessions took place throughout the year. Lectures were delivered in a traditional way.  A physics lecturer with over 30 years of teaching experience, used to traditional methods of teaching.

AS Level  Students’ decision how to form groups  Tutor thought it would be more motivating and would account for their social needs. A Level  The students were divided into groups according to their level of knowledge by the teacher.  However, their social needs were taken into account. A peer tutor from each student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students.

 The group leaders in both Sweden and Russia decided themselves which teaching method they were going to use.  They were encouraged to try different ideas and try to draw on their teaching experience by analysing and evaluating the outcome.

To evaluate students’ experience we used a questionnaire. For example, we asked the students:  Has the PAL method: ◦ met your learning needs? ◦ motivated deeper learning? ◦ made you feel more engaged in the learning process than traditional teaching methods? ◦ made you feel more confident about the subject? ◦ created a more relaxed and friendly learning environment?

 Was your group leader ◦ Well prepared? ◦ Competent? ◦ Enthusiastic? ◦ Able of giving clear instructions? ◦ Able of explaining well? ◦ Confident as a leader?

- The PAL sessions provided an open and positive atmosphere. The students felt that they were more relaxed during the PAL sessions compared to ordinary sessions. - Both Swedish and Russian students highly rated collaboration with peers. - Both groups felt that PAL encouraged team work and developed their team working skills. (Russian students appreciated this experience higher). - Both groups felt that they raised their confidence in the subject.

- The Swedish group pointed out that the use of PAL in revision sessions before exams was stressful as they wanted to ask the lecturer the question rather than their peer tutor. However, the Russian group appreciated PAL as a method for their final exam preparation and thought it was one of the most efficient methods. - In group discussions - the Swedish students pointed out that the assistance from the second or third year students would be more appropriate as they regarded the Maths subject as rather difficult.

 AS-Level students were less relaxed, were used to the leading role of a teacher and at the beginning were not in favour of this activity. the change of a leader in 2 groups changed the outcome.  A-Level students highly evaluated the methodology; recommended the same activity to the other two subjects teachers;  deep conceptual understanding. Comparing the two groups: For the Russian students it was easier to ask questions, get support and explanation from a peer tutor The Russian students stopped feeling uneasy and scared  motivation  interest  deep conceptual understanding.

- Both lecturers positively evaluated the PAL experience. They felt that the method resulted in students' active involvement in the educational process. - Some of the Swedish PAL group leaders realised the limitations to their own knowledge, which motivated them to get a better understanding of the subject. - PAL group leaders felt that they raised their confidence when they were explaining to peers  enhance conceptual understanding.

- The use of PAL was rewarding for, and well received by both student groups; - PAL provides an opportunity to accommodate a diverse range of learning styles for students; - There is no need to focus on the stereotypical ‘average’ learner, which can be an obstacle in teaching mathematics; - Both course leaders had rearranged their time and used it to prepare supplementary course material;

Our study gives indications were some difficulties in implementing PAL can be anticipated and it gives some ideas how to avoid them. The number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL  We recommend using of PAL in higher education when a lecturer has a large number of students with different ability levels, oversized groups and/or courses which include a collaborative element in programme delivery. - PAL – larger groups (>30 students)

 Maths – PAL works more efficiently if 2 nd or 3rd year students can be involved  Group allocation and group leaders - Our studies also showed that the choice of a group leader can influence the students’ engagement with the learning process. - We suggest choosing leaders who are willing and prepared to share their knowledge and engage with their peers in the learning process.