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Peer-Leader Skills

Peer-Leader Skills. HOPE J. HARTMAN, PH.D. PLTL INSTITUTE CITY COLLEGE OF NEW YORK JULY 10, 2012. Overview. Communication Skills Leading Discussions Questioning Human Relations Skills

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Peer-Leader Skills

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  1. Peer-Leader Skills HOPE J. HARTMAN, PH.D. PLTL INSTITUTE CITY COLLEGE OF NEW YORK JULY 10, 2012

  2. Overview • Communication Skills • Leading Discussions • Questioning • Human Relations Skills • Action Plan

  3. Communication • Cultural Issues • Effective Speaking • Listening Strategies • Getting & Giving Feedback • Communication Breakdown and Repair

  4. Cultural Issues in Communication • Eye contact • Speed of communication • Accents • Vocabulary • Asking questions • Reluctance to speak by English Language Learners • Nonverbal communication

  5. Effective Speaking (adapted from Hartman, 2009) • Preconceptions: Are good speakers necessarily good communicators? Why or why not? • Enthusiasm • Awareness of listeners’ characteristics • Speed • Articulation: volume, pitch, pronunciation • Express complex ideas clearly, but try to “KISS”! • Comprehension monitor and clarify

  6. Listening Strategies Active Analytical Nonjudgmental Empathetic Paraphrase

  7. Feedback • Getting feedback from students • verbal communication • nonverbal communication • test performance • Giving feedback to students • structured for student independence • selective vs. comprehensive • time to maximize impact

  8. Comprehension Breakdown & Repair (adapted from Hartman, 2009) • How can you recognize when there has been a breakdown in students’ understanding? • What strategies can you use to clarify students’ understanding? • How do students realize when their own understanding is wrong or incomplete? • What strategies can students use to clarify their own understanding?

  9. Discussions • What kinds of problems do students tend to have when listening to a lecture? • What are the advantages of small group discussions? • What types of discussions might be useful in PLTL?

  10. Discussion TYPES(adapted from McKeachie & Svinicki’s “Teaching Tips”) • Peer leader reflections: How can I lead these types of discussions effectively? • 1. Interpretation and application of concepts • 2. Understanding relationships: connections, comparisons, causality • 3. Problem solving: types of problems, alternative approaches • 4. Critical thinking: challenge assumptions, identify relevant date/evidence, draw valid conclusions • 5. Evaluation: best approaches, reasoning on conclusions • What are specific examples of these types of questions? Write one and share it with a partner.

  11. Questioning Skills • Wait times • Open vs. closed questions • Preparing for questions likely to be on tests • Varying questions types and levels

  12. Question types & levels Taxonomy (Sigel et. al 1985 - no specific order within category)

  13. Examples: Question Types & Levels (adapted from Hartman, 2009) • Low Level • Label: What’s the name for a subatomic particle carrying a negative electrical charge? What’s the name for an expressed trait in Mendelian genetics? What term describes a measure of how a function changes as its input changes? • Define: What are acids? What is acceleration? What is an asymptote? • Describe: How is the Periodic Table organized? How does a Punnet Square work? • Intermediate Level • Compare/Contrast: How is a heart like a pump? How is that approach to solving the problem different from the first one you tried? How is intercellular fluid different from extracellular fluid? • Sequence: In what order would you do the steps to solve that problem? • What is the order of the stages of meiosis? • Classify: What type of problem is this? What type of cell does this slide show?

  14. Examples: Question Types & Levels cont. • High Level • Predict outcome: What do you think will happen if you mix bleach and ammonia together? What are the implications of climate change? • Propose alternatives: What are other ways you could solve that problem? • What are other possible explanations of the results of the research? • Resolve conflict: Each time you solved the problem you got a different answer. How can you resolve the discrepancies? • Verify: How could you check to make sure that you have written the correct electron configuration for an atom? How could you check the accuracy of your calculation?

  15. Think-Pair-Share • Find a partner. Then: • THINK: Write 3 questions - one for each of the 3 levels (low, intermediate & high). Label the level and type of each question. • PAIR: Share your questions with your partner, specifying the level and types. • SHARE: Share your or your partner’s questions with the rest of us.

  16. Human Relations Skills • Enthusiasm • Patience • Cultural Awareness and Responsiveness • Address Self-Concept & Self-Efficacy • Address Anxiety • Increase Motivation

  17. Action Plan • What are three ideas from this presentation that you might use for training peer leaders? • Write them down in your notes, and share one of them with our group.

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