Tutors… and their formation Rob Vierendeels OOF-Project Pal scoort op vele velden Grundtvig Blaid Project.

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Presentation transcript:

Tutors… and their formation Rob Vierendeels OOF-Project Pal scoort op vele velden Grundtvig Blaid Project

PAL -classification People (students), who are not professional teachers, help and support the learning process of others, in an interactive, purposeful and systematic way (Topping) PAL as a coaching instrument (student & learning support)

PAL -classification Peer Assisted Learning / Peer Tutoring e-PAL / face-to-face/ BLENDED Compulsory/ integrated in curriculum/compulsory same-age / cross-age reciprocal / fixed

20 Principles of PAL (Bournemouth University) 11.It uses the language of the subject discipline 12.It does not create dependency 13.It involves active rather than passive learning 14.It encourages independent learning 15.It improves the student experience and aids retention 16.It gives opportunity to increase academic performance 17.It fosters cross-year support for students 18.It benefits all students regardless of current academic competency 19.It gives privacy to practise the subject, make mistakes and build up confidence 20.It enables a clear view of course expectations

Aims of PAL 5 intended outcomes for PAL PAL is intended to help students: integrate quickly to academic life improve their learning and study skills enhance their understanding of the subject matter of their course through collaborative group discussion prepare better for assessed work and examinations gain insight into the requirements of their programme, programme direction and their lecturers’ expectations from the perspective of a more experienced student from the year

Pal types (Fleming)

Tutor formation Small group discussions with focus on: What PAL is all about How to run planned, structured and purposeful PAL sessions Activities and techniques PAL Leaders can use to encourage small group interaction in their PAL sessions Practising the above in simulated sessions Meeting with experienced leaders from previous years Issues relating to the boundaries of their role Planning time for their first PAL session Assertiveness / working with international students

Boundary setting activity Some typical questions we as PAL Leaders were asked: Is PAL compulsory? Can we look at the assignments you did last year? Can you check our assignment for quality? These “assessment criteria”, what is that all about? Can you explain this lecturer’s handout to me? Do you fancy having a drink with me?