DiscoverPeer Assisted Learning (PAL) Groups Podcast: College Group Tutoring and Study Review Groups
Peer Assisted Learning (PAL) Groups Podcast: College Group Tutoring and Study Review Groups
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Peer Assisted Learning (PAL) Groups Podcast: College Group Tutoring and Study Review Groups

Author: David Arendale

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The “PALgroups Podcast” is focused on college study review groups. PAL is the name for the study review groups used at the University of Minnesota. We drew upon best practices from national models such as Supplemental Instruction, Peer-led Team Learning, and the Emerging Scholars Program. I served on the team that created the PAL model on our campus. I serve as an Associate Professor in the Curriculum and Instruction Department within the College of Education and Human Development.

Some episodes share new things I am learning about postsecondary peer cooperative learning groups from the U.S. and countries around the world. Other episodes feature student study group leaders describing session activities that worked well with the subject matter and the students. Those interviews include what the PAL facilitator is learning personally and professionally about their experience. Initially, the interviews will be with PAL facilitators at the University of Minnesota. Eventually, study group leaders at other colleges will be featured. Send an email to David Arendale, arendale@umn.edu, if you or your students would like to be interviewed for the podcast. I also maintain an annotated bibliography of publications about seven major peer learning models. It now exceeds 1,100 publication. Click this link to download the bibliography, http://z.umn.edu/peerbib Click this link for PAL training materials and other resources, http://z.umn.edu/peerlearning
8 Episodes
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S02-E02 This podcast episode shares a little background on the annotated bibliography of peer cooperative learning programs that is available for download.
S02-E01In this podcast episode, we begin our second season of the PAL Podcast.  We are focused on postsecondary peer cooperative learning programs.  Our podcast will include not only interviews with student leaders of these college study group sessions but also interviews with supervisors of PAL programs around the world.  I will also include episodes that share emerging research on peer learning.  Also, look for PDF documents that come along with the audio podcast episodes.  These will be training materials and draft versions of future articles.  Send me an email at arendale@umn.edu  Check out my webpage where I provide more information on this topic.  My website is located at http://arendale.org  To directly reach those materials on the website click on this link, http://arendale.org/peer-learnng-resources/ 
Rhonda is a student at the University of Minnesota-Twin Cities that shares some strategies that are successful in college algebra  math through her experience as a PAL facilitator. Among her comments concerning competitive learning games in PAL sessions. She carefully uses it in class to energize students before major exams where shes uses a version of Jeoprady with them. Most of the semester she has them work in small groups on work sheets which require teamwork to complete.
Jered is a student at the University of Minnesota-Twin Cities that shares some strategies that are successful in college Calculus I math through his experience as a PAL facilitator. Among his comments he shares strategies to engage the students through intentional peer cooperative learning activities.
Ahn is a student at the University of Minnesota-Twin Cities that shares some strategies that are successful in college algebra through her experience as a PAL facilitator. Among her comments she shares strategies to engage the students through intentional peer cooperative learning activities such as jigsaw and the need to have students move around the room to different math work stations to energize them, especially with PAL sessions early in the morning.
Nikela is a student at the University of Minnesota-Twin Cities that shares some strategies that are successful in college algebra through her experience as a PAL facilitator. Among her comments, she shares on her caution with using gaming activities in her math sessions; activities that involve students with math board work and leading a discussion with the class; reasons for selecting small groups of three students; and reasons for asking students to provide alternative solutions for solving math problems.
Melissa is a student at the University of Minnesota-Twin Cities that shares how she serves as a PAL facilitator in an introductory general chemistry course. She shares several strategies for the sessions including exam bingo and involving students with creating the problem worksheets and helping others students to solve them.
I am hosting a new audio podcast series available for free subscription through Apple's iTunes store or free downloading through this blog page. It is called the Peer Assisted Learning (PAL) Groups Podcast. It features short episodes of about 10 minutes devoted to interviews of students that facilitate and guide study review groups with other college students. This blog page is devoted to sharing new things that I am learning about peer assisted learning (PAL). This podcast is a natural extension of that information by sharing the personal stories of the people who actually provide the service, the PAL facilitators themselves. Each episode features several PAL session activities that worked well with the subject matter and the students. The interview ends with the PAL facilitator reflecting on what they are learning personally and professionally about the experience as PAL facilitator. Initially, the interviews will be with PAL facilitators at the University of Minnesota-Twin Cities. Eventually, study group leaders at other colleges will be included. Please email me if you or your student study group leaders would like to be interviewed for the podcast, arendale@umn.edu  I was on the team at the University of Minnesota that developed the PAL model to meet the needs of our students in historically-difficult first-year courses.
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