Peer-Led Team Learning University of West Georgia

Concerns from Instructors Difficult to engage students High withdrawal rates in introductory chemistry courses Even capable students are frustrated Feedback indicates students lack: Communication skills Team problem solving skills Lack of mentoring in first two years of college

CONE OF LEARNING (Edgar Dale)

Peer-Led Team Learning (PLTL) Peer A more experienced undergraduate student who has recently completed the course with a good grade, good communication and people skills. Led Refers to leadership. A leader is a guide to others. Goes through extensive training to assume this role. Team A group of people who work together to achieve a common goal. Learning The goal of the team is to learn chemistry.

Forming a Performing Team Most important determinants for transforming a group to a team The presence of a well-trained leader Trained before the semester begins Preparation of the leader in weekly meetings Material with problems slightly above the level of standard end-of-chapter questions and specifically designed for group work. Ideal room – “Round table” discussion

Critical Components for a Successful Workshop Program Integral part of the course Challenging materials (no answer keys!) Trained and closely supervised leaders Supportive faculty Appropriate physical arrangement Supportive Administration

Why No Answer Keys? Must figure out things on your own. We expect several students or the whole workshop would be working on the same problem and that the answer would be confirmed by discussion between the leader and students, or among the students. The method and strategy is the focus!

Lectures and Workshops Students enthusiastically support workshops. In contrast to lectures, anxiety is reduced, leaders are accessible, and peers supportive. The problem solving approach used in the workshops increases the confidence of the students. Each student is asked to explain problems, and since no two students explain the same problem in the same manner, learning is enhanced.

What’s in it for Peer Leaders? Experience can be transforming Increased content knowledge and better success in higher level science courses. An appreciation for different learning styles. Partnership with faculty in transforming the educational environment. Interest in pursuing careers that involve teaching and research Mentoring opportunity to workshop students Amanda Yi Newly hired high school teacher at East Hall in Gainsville, GA – Uses PLTL in the classroom

Summary  Leaders are critical to the success of PLTL  Preparation of leaders should be thorough and ongoing  Leaders are student professionals  Materials should: fit the instructor’s style mesh with course material engage students and promote discussion focus on process and concepts involved

Some Results for 1 st -Sem Gen Chemistry

Results: What Went Right “I really enjoyed getting to review chemistry concepts in a proactive, helpful, group environment. In addition, it was rewarding being able to work in groups on a problem and collectively brainstorm.” “I really enjoyed helping others understand or knowing something the group doesn’t and explaining” “Wednesdays have been very helpful in solving difficult problems. Struggling on a problem with other people is always more comforting than sitting by yourself with no idea how to get started.” “I really enjoyed the boost in self-confidence in workshop. Our peer leader truly cared about our success in the class.”

Leaders and Non-leaders Averaged Separately Overall avg changes Leaders: Non-leaders: -0.57

Peer-Led Team Learning International Society 2015 Annual Conference May Dallas, TX pltlis.org