peer assisted learning

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Peer Assisted Learning

Author : Keith Topping
ISBN : 9781135686857
Genre : Education
File Size : 70. 36 MB
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Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.

Peer Assisted Learning In Academic Libraries

Author : Erin Rinto
ISBN : 9781440846892
Genre : Language Arts & Disciplines
File Size : 43. 82 MB
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Written specifically for academic librarians and library administrators, this book identifies the myriad benefits of peer-assisted learning, exploring how the implementation of peer-assisted learning benefits information literacy instruction, cocurricular outreach, and reference services. • Introduces readers to a well-established and effective practice in higher education and demonstrates how it can be used in library-initiated programs • Provides the means to extend library staff resources by incorporating student employees in instruction, outreach, and reference services • Supplies practical examples—complete with assessments, administrative justifications and lessons learned—for training and assessing student peer mentors • Offers justification for how peer-assisted learning programs provide student employees with rewarding and enriching opportunities that can benefit them academically, personally, and professionally

Peer Assisted Learning Strategies

Author :
ISBN : OCLC:889626342
Genre : Peer teaching
File Size : 25. 80 MB
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Peer Assisted Learning Strategies

Author : Douglas Fuchs
ISBN : OCLC:1008567990
Genre : Peer teaching
File Size : 89. 11 MB
Format : PDF, ePub
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This manual is designed to provide teachers with everything needed to get K-PALS up and running in the kindergarten classroom.

The Impacts Of Peer Assisted Learning On Rhythm Counting In A Middle School String Orchestra Classroom

Author : Christopher R. Kusek
ISBN : OCLC:1001467252
Genre : Education, Elementary
File Size : 31. 70 MB
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This study addressed the topic of peer assisted learning, specifically ClassWide Peer Tutoring (CWPT), in a middle school string orchestra classroom. The purpose of the current study was to implement peer assisted learning into a middle school string orchestra classroom in order to determine the impacts of peer assisted learning versus teacher-directed instruction on middle school string orchestra students' abilities to notate correct rhythm counting. Over the course of four weeks, the researcher implemented two different instructional strategies, CWPT and teacher-directed instruction (TDI), into a sixth-, seventh-, and eighth-grade string orchestra classroom. Utilizing the difference between pretest and posttest scores, the researcher analyzed and compared the impacts of each strategy; the researcher also measured students' satisfaction of CWPT and TDI for learning to notate correct rhythm counting. Ultimately, the researcher concluded that there were no statistically significant differences in the impacts, or level of satisfaction, CWPT had on middle school string orchestra students' abilities to notate correct rhythm counting when compared to TDI. However, both instructional strategies increased students' scores from pretests to posttests, and students within each group reported equal satisfaction. Therefore, the researcher also concluded that CWPT is a tool that can be added to music educators' repertoire of teaching strategies as a supplemental strategy to traditional TDI.

Peer Assisted Learning In Undergraduate Clinical Medical Education

Author : Joanna Hong-Meng Tai
ISBN : OCLC:1011521633
Genre :
File Size : 78. 77 MB
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Peer-assisted learning (PAL) involves students learning with and from each other. PAL activities may be informal, or undertaken formally in a curriculum, with or without educator facilitation. Reports on PAL in medical education suggest its value can extend beyond technical knowledge gain, to development of broader professional skills. However, the literature largely focuses on the value of PAL in the university environment, rather than how it occurs in the clinical context.Medical students at Monash University are required to engage in PAL in their pre-clinical years. The researcher's experience as learner and teacher suggested students also formulated PAL strategies for clinical placements. However, activities were not formalised and unlikely to be optimised. This research aimed to identify students' and educators' use and perceptions of PAL during clinical placements to develop recommendations for PAL in clinical settings. A tri-phasic study was designed using Biggs' Constructive Alignment as a framework to characterise students' PAL experiences, examining the intended, enacted, and perceived curriculum. Year 3 was the focus of the study, as this first clinical year contains many unstructured learning opportunities which may afford PAL. Research methods comprised a curriculum map (Phase 1), student survey and an observational study of the students on their clinical placements (Phase 2), and interviews with experienced educators (Phase 3).Whilst the curriculum map identified few explicit learning objectives relating to PAL, students reported participation in PAL activities during clinical placements on average 20 times per week. Observations supported this reported frequency of peer interactions: two-thirds of students' time was spent in the company of peers. Survey and interview data revealed students valued teaching and feedback from peers, but doubted the accuracy of peer-generated information. The roles of 'feedback giver' and 'observer' were less valued by students. Significantly more female students reported that PAL contributed to a safe learning environment than males. PAL activities were reported to contribute to students' evaluative judgement: the comprehension of and ability to judge performance against notions of quality. Educator involvement was perceived to be a key ingredient for successful PAL. These data were used to develop a PAL Activity Matrix, which identified activities students could partake in within a clinical environment to optimise their learning. In Phase 3, expert educators reported the study findings resonated with their own broader experience of PAL in clinical education. The activity matrix was confirmed as representing ideal strategies. Potential barriers and facilitators to the uptake of PAL were illuminated. These 'real world' considerations for culture, epistemic authority, and patient-centred care were included in the resultant implementation framework for PAL.This comprehensive study informs the current discourse on PAL in clinical medical education. It identifies barriers and facilitators to PAL, and presents strategies to improve the value of PAL. Future work could test the effect of PAL strategies on students' clinical capacity, including technical competency, professional and communication skills, and preparedness and ability to teach. The use of PAL could also be examined in a broader range of clinical environments, at both undergraduate and postgraduate levels.

Differentiating Instruction For Students With Learning Disabilities

Author : William N. Bender
ISBN : 9781412954464
Genre : Business & Economics
File Size : 41. 55 MB
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A guide to differentiated instruction covers such topics as metacognitive and scaffolded learning, tutoring, self-management, and assessment.

The Process Of Focus Forum

Author : William Masters
ISBN : 0989327108
Genre :
File Size : 66. 62 MB
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When forum works, it is life changing. When it doesn't, forum can be a frustrating waste of time. The key to success is having a sound process. Focus Forum is a proven process that represents best practices for maximizing the benefits and minimizing the risks of forums. Focus Forum is different than other forum processes in several ways. First, Focus Forum is designed specifically for entrepreneurs. Focus Forums by design move very fast, so members get more done in the same amount of time as members in other types of forum. As a result, Focus Forum provides the highest possible value and benefit for members. And finally, Focus Forums are self-run - they rely on the mutual commitment and responsibility of all members to make the forum work. The Process of Focus Forum is a guidebook for building and maintaining an effective forum. It outlines a simple yet powerful method that can be followed by any forum, including: members' roles and responsibilities; ground rules for building mutual respect, commitment, trust and confidentiality; the structure and format of forum meetings; areas to avoid in order to prevent potential problems; and ways to leverage your forum experience to maximize your personal and professional success.

Peer Assisted Learning Strategies Pals For High School Students

Author : Douglas Fuchs
ISBN : OCLC:1008570422
Genre : Peer teaching
File Size : 53. 68 MB
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This manual was written to provide you with all the information you need to implement Peer-Assisted Larning Strategies (PALS) correctly in your reading class.

Kindergarten Peer Assisted Learning Strategies With English Language Learners

Author : Shirley R. Mackley
ISBN : OCLC:435513357
Genre :
File Size : 56. 70 MB
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