1. Tutors… in vocational education Jan Dekelver Rob Vierendeels OOF-Project Pal scoort op vele velden Network of centers for training of innovative project management (NCTIPM) Сеть центров обучения управлению инновационными проектами Tempus JEP_27082_2006 Final meeting Astrakhan 1 Juni 2010

2. What is PAL “learning by teaching” “to teach is to learn twice” learning to work in a team

3. 20 Principles of PAL (Bournemouth University) 1.It is a methodology for learner support 2.It is small group learning 3.It is facilitated by other students acting as mentors 4.It is confidential 5.It is voluntary (but regular attendance is expected) 6.It is non-remedial 7.It is participative 8.It encourages collaborative learning rather than competitive learning 9.It works on both what students learn and how they learn 10.It creates a safe environment where students can ask questions and receive guidance from other students about their course and its content

4. 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 practice the subject, make mistakes and build up confidence 20.It enables a clear view of course expectations

5. Aims of PAL 5 intended outcomes for PAL PAL is intended to help students: integrate quickly to the learning environment 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

6. 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

7. 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?

8. “In Class” PAL The students who have advantages in a discipline, help the others in the class. (Exercise time, Lab work…) They learn both (to teach is to learn twice) Example: CAD-program: some students have experience, the others don’t Example: Math: some students have had more math then the others in secondary school.