1. PALSI Leaders Workshop X
Peer Assisted Learning and Supplemental Instruction (PALSI)
Hokling Cheung
Office of Education Development and Gateway Education (EDGE)
10 January, 2012

2. WELCOME AGAIN!
PALSI Leaders?

3. Intended Outcomes for this Workshop
As an experienced and trained PALSI Leaders, by the
end of this workshop, you should be able to
 use the electronic venue booking system
 identify the deadlines for monthly claim form
 review PALSI’s intended learning outcomes
 prepare for the PALSI sessions in semester B
 discuss the ideal arrangement for an Online
Learning Community (OLC)
 give feedback on the PALSI sessions in the
last semester

4. Electronic Systems
• Electronic Venue
Booking System
• Monthly Claim Form
Submission Deadlines
Mr Raymond CHAN

5. Intended Learning Outcomes
Through this peer assisted learning scheme, PALSI students are expected to be
able to
• identify their own learning needs &
interests
• apply effective learning attitude,
strategies and skills
• collaborate with other learning
partners to learn more actively and
reflectively
• explain the expectations and outcomes
of your own programme and courses
• identify opportunities for discovery How well have you
and innovation achieved these ?

6. How to encourage active, reflective and
collaborative learning?
passive recipients of effective learning active thinking and
knowledge meaning making
extrinsic source of motivation intrinsic
“I have to learn it or I “I am really interested in
will fail the course.” this subject.”
abstract, academic & subject & task authentic, practical &
theoretic contextualised
insensitive, indifferent relationship & atmosphere respective, caring &
& stressful delighted
Lower thinking order demand & challenge Higher thinking order e.g.
e.g. remembering, application, analysis,
understanding evaluation, problem
solving & creation

7. The Four Levels of Competence
Level 4: Unconscious Competence
Level 3: Conscious Competence
Level 2: Conscious Incompetence
Level 1: Unconscious Incompetence
http://www.managetrainlearn.com/page/conscious-competence-ladder
http://www.mindtools.com/pages/article/newISS_96.htm

8. Tips for effective PALSI sessions
Fold the paper and
make it a small book
with 8 pages
• Cover title:
• Back cover: your name/signature
• Content: at least 5 tips/reminders
for the new PALSI Leaders

9. Preparing EACH session
Content & Activity
Arrive at the session early
Greetings
Agenda
Conclusion of the session

10. Preparing EACH session
Content & Activity
Arrive at the session early
• Arrange the seats to suit the activities
• Prepare notes, books and stationeries
Greetings
• Welcome everyone & allow some time for every member to settle
Agenda
• Set the agenda and agree on the main topics to cover or work out
• Encourage questions, answers and feedback from every member
• Recall prior knowledge and experience
• Arrange discussion and other learning activities to engage everyone
• Pay attention to both verbal and non-verbal communications
• Prioritize the tasks and activities
Conclusion of the session
• Let you or PALSI Students to help summarise what have been covered or
important points and what they have learnt etc.
• Mark attendance & keep documentation

11. Preparing the 1st session
Content & Activity
About me & you
Learning
PALSI scheme and sessions
Conclusion

12. Preparing the 1st session
Content & Activity
About me & you
Introduce yourself & know each other
First year experience
Learning
Identify each other’s learning styles & needs
Discuss effective learning strategies
My goals and plans for University study
PALSI scheme and sessions
Discuss the outcomes & understand each other’s expectation
Talk about the nature of the course and discuss effective learning approaches
Reach consensus on the topics and formats of the sessions
State some rules or principles for the group
Conclusion
Let you or PALSI Students to help summarise what have been covered or
important points and what they have learnt etc.
Plan for the next session: Agenda
Mark attendance & keep documentation

13. http://goo.gl/6W7VZ
PALSI Leader Survey
Semester A, 2011-12

14. http://goo.gl/IeNlE
PALSI Student Survey
Semester A, 2011-12
Please help invite your students to give feedback

15. Online Learning Community (OLC)
• Platform?
• Feature & functions?
• Who should be allowed to use?
• What kind of activities?
• Incentive ..

16. It is a knowledge hub where you can
collaborate with a lot of masters, peers
and friends through different activities
and make use of resources and services
to facilitate your own journey of
knowledge, discovery and innovation.
World rankings
129 QS World University Rankings 2010
15 QS Asian University Rankings 2011

17. See you again in the next PALSI
Leader Workshop!
Should you have any query, please
contact us and your teachers.
http://www.cityu.edu.hk/edge/palsi

18. References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.
Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.
Felder, R.M. and Silverman, L.K. (1988) "Learning and Teaching Styles in Engineering Education“, Engr. Education, 78(7),
674-681 (1988). Retrieved on August 26, 2011, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
Miller, V. , Oldfield E. , Murtagh Y. (2006). “Leader Development Handbook”, Peer Assisted Study Sessions, The
University of Queensland. Retrieved on 24 August 2011, from
http://www.science.uq.edu.au/pass/index.html?page=138152
Maricopa Community Colleges. (1997). “learning@maricopa.edu”. Retrieved on 24 August 2011, from
http://www.mcli.dist.maricopa.edu/learning/pubs/oct97/li_multi.html
Mindtools.com. (2011) Learning Styles, Understanding your learning preference
http://www.mindtools.com/mnemlsty.html
Oregon Department of Human Services. (2008). DHS Training Standards Guide – Version 1.0. Retrieved on 24 August
2011, from http://www.dhs.state.or.us/training/ssp/docs/TrainingStandards05-1408.pdf
Schaller, D. (2004) Practicing What We Teach: how learning theory can guide development of online educational
activities. Eduweb. Retrieved from August 26, 2011, from http://www.eduweb.com/practice_teach_full.html