Guide for Peer Assisted Learning (PAL) Group Facilitators

Sonst. Personen	Arendale, David R. (Hrsg.); Lilly, Mary (Hrsg.)
Titel	Guide for Peer Assisted Learning (PAL) Group Facilitators
Quelle	(2014), (190 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Peer Teaching; College Students; Facilitators (Individuals); Cooperative Learning; Group Activities; Communities of Practice; Educational Theories; Academic Support Services; Qualitative Research; Statistical Analysis; Program Effectiveness; Racial Differences; Achievement Gap; Cultural Awareness; Communication Strategies; Power Structure; Learning Strategies; Teaching Methods; Course Content; Interpersonal Communication; Peer Relationship; Worksheets; Minnesota + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Collegestudent; Kooperatives Lernen; Gruppenaktivität; Community; Educational theory; Theory of education; Bildungstheorie; Qualitative Forschung; Statistische Analyse; Rassenunterschied; Cultural identity; Kulturelle Identität; Kommunikationsstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Interpersonale Kommunikation; Peer-Beziehungen
Abstract	The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. This document is the training manual used for the new PAL facilitators that manage the small study groups. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science. Individual sections contain references and suggestions for further investigation. A bibliography of PAL-related publications is included. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10