Au secours !

4. Au secours!

5. Au secours! Nicole Duplain & Sylvie Templeman School of Humanities

6. “Au secours!: a peer assisted learning scheme to enhance the enjoyment, confidence and learning strategies of beginners language students”

7. Aims & objectives

8. Au secours was designed to:

9. Au secours was designed to: • develop learning partnerships between students and between students and staff • support students to make an effective transition to university study and maximise their opportunities to succeed and excel

10. With the following key objectives:

11. With the following key objectives: • to promote the practice of language skills beyond staff led sessions and refine beginners’ learning strategies • to encourage the motivation, confidence and enjoyment of beginners in language learning, driving up attainment, reducing level 4 referrals and promoting higher continuation rates into level 5

12. The project also aimed to:

13. The project also aimed to: • provide a framework for participating students to demonstrate graduate attributes such as professionalism, intellectual adaptability, respect for others and social responsibility • create opportunities for second and final year students to reflect on their language learning experience, share their successful strategies and support the learning of beginners • offer second and final year students practical experience as peer educators enhancing their CVs and contributing to their employability

14. Language learning delivery

16. Staff led sessions

17. Staff led sessions + Language staff Beginners

18. Staff led sessions + Directed & independent learning Language staff Beginners

19. Staff led sessions + Directed & independent learning Language staff Beginners ? Beginners

20. Peer Assisted Learning

21. Staff led sessions + Language staff Beginners

22. Staff led sessions + Directed & independent Peer Assisted Learning Language staff Beginners

23. Staff led sessions + Directed & independent Peer Assisted Learning Language staff Beginners + Beginners Second / final year partners

24. Learning partnerships

26. Language staff + Beginners

27. Language staff + Beginners Language staff + Second / final years

28. Language staff + Beginners Language staff + Second / final years Beginners + Second / final years

29. Implementation

31. Semester A • Recruitment and training of 21 second and final year students as peer educators for Peer Assisted Learning scheme • Production of Logbooks and Teaching Resource Packs • Recruitment of 31 beginners to participate in Peer Assisted Learning • Organisation of beginners and second / final year student pairs • Peer Assisted Learning sessions initiated • Monitoring and support

32. Semester A • Recruitment and training of 21 second and final year students as peer educators for Peer Assisted Learning scheme • Production of Logbooks and Teaching Resource Packs • Recruitment of 31 beginners to participate in Peer Assisted Learning • Organisation of beginners and second / final year student pairs • Peer Assisted Learning sessions initiated • Monitoring and support

33. Semester A Semester B • Recruitment and training of 21 second and final year students as peer educators for Peer Assisted Learning scheme • Production of Logbooks and Teaching Resource Packs • Recruitment of 31 beginners to participate in Peer Assisted Learning • Organisation of beginners and second / final year student pairs • Peer Assisted Learning sessions initiated • Monitoring and support • Peer Assisted Learning sessions • Monitoring, support and problem solving • Failed partnerships replaced • Production and completion of online surveys for participants and non-participants • Assessment of logbooks and reflective analysis • Analysis of online survey responses • Presentation and report • Award of peer educator certificates to second and final year participants

34. Outcomes

36. Developing learning partnerships between students and between students and staff:

37. Developing learning partnerships between students and between students and staff: Beginners + Second / final year partners:

38. Developing learning partnerships between students and between students and staff: Beginners + Second / final year partners: • 20 beginners plus 19 second / final year students actively engaged in Peer Assisted Learning • On average 78% of partners met for between half an hour and an hour to over an hour per week • In addition to arranged meetings Peer Assisted Learning was conducted via text, e-mail, skype and phone

39. Developing learning partnerships between students and between students and staff: Beginners + Second / final year partners: Staff + Students: • 20 beginners plus 19 second / final year students actively engaged in Peer Assisted Learning • On average 78% of partners met for between half an hour and an hour to over an hour per week • In addition to arranged meetings Peer Assisted Learning was conducted via text, e-mail, skype and phone

40. Developing learning partnerships between students and between students and staff: Beginners + Second / final year partners: Staff + Students: • 20 beginners plus 19 second / final year students actively engaged in Peer Assisted Learning • On average 78% of partners met for between half an hour and an hour to over an hour per week • In addition to arranged meetings Peer Assisted Learning was conducted via text, e-mail, skype and phone • Beginners were encouraged and supported to participate in Peer Assisted Learning • Second and final year students were recruited, trained and supported as peer educators for Peer Assisted Learning • Ongoing support was provided for beginners and partners actively engaged in Peer Assisted Learning

42. Supporting students to make an effective transition to university study and maximise their opportunities to succeed and excel:

43. Supporting students to make an effective transition to university study and maximise their opportunities to succeed and excel: Beginners:

44. Supporting students to make an effective transition to university study and maximise their opportunities to succeed and excel: Beginners: • 82% stated that they had definitely been helped to some extent • 36% that they had been helped a lot or a great deal

45. Supporting students to make an effective transition to university study and maximise their opportunities to succeed and excel: Beginners: Second / final year partners: • 82% stated that they had definitely been helped to some extent • 36% that they had been helped a lot or a great deal

46. Supporting students to make an effective transition to university study and maximise their opportunities to succeed and excel: Beginners: Second / final year partners: • 82% stated that they had definitely been helped to some extent • 36% that they had been helped a lot or a great deal • 78% felt that they had definitely helped to some extent • 17% that they had helped a lot or a great deal

48. Encouraging the motivation, confidence and enjoyment of beginners in language learning, promoting higher continuation rates into level 5:

49. Encouraging the motivation, confidence and enjoyment of beginners in language learning, promoting higher continuation rates into level 5: Beginners:

50. Encouraging the motivation, confidence and enjoyment of beginners in language learning, promoting higher continuation rates into level 5: Beginners: • 91% stated that their motivation, confidence and enjoyment had definitely been enhanced to some extent • 50% that their motivation, confidence and enjoyment had been enhanced a lot or a great deal