10 Questions
How will the PLTL workshops be scheduled?
Will the workshops be a required & scheduled part of the course? Will they replace a recitation or lecture? Will they be optional? Which variation: Type I, II, or III?
If the workshops are not required, how will students be encouraged to participate in large numbers?
How long will the workshop meetings be? (Recommended 1.5 to 2.0 hours)
Will workshop meetings follow the lecture? How will the content of lecture and workshop be integrated?
The original PLTL model integrates peer-led workshops fully into the course with all students participating. One hour of lecture or recitation is replaced by a two hour workshop. Initially, however, many opt to begin with a “transitional” PLTL model, in which a peer-led workshop is an added component and attendance is optional. Students are given the opportunity to participate in the beginning of the course and elect to participate in the weekly workshops. It is important to carefully structure workshops and encourage attendance. The transitional model allows for useful control group experiments.
Who are allies in your institution?
If you are faculty, are you coordinating with a learning center to develop the workshop program?
Is collaboration on training leaders for facilitation skills possible?
If you are a learning center director or staff, how will faculty be involved in selecting materials and meeting with peer-leaders?
PLTL was originally a faculty initiated model. Learning centers share the goal of increasing student success, and fruitful collaborations recommended. Skills are complementary. Faculty have content skills necessary for effective workshop materials and only faculty can ensure the workshop is integrated with lecture and exams. Learning center directors have skills in managing and training student assisted learning. Also, collaborations strengthen institutional recognition of PLTL.
How will the peer-leaders be recruited?
Will every student be alerted to the opportunity to be a workshop leader?
Will peer-leaders actively help in recruiting new leaders from their groups?
How will the program be described to potential peer-leaders?
Students often view the peer-leaders as role models, and can be alerted early on that they have the opportunity to become a peer-leader if they do well in the course. Peer-leaders can be effective in encouraging students to apply to become a peer-leader. Students should receive an email congratulating them on success and describe the opportunity and benefits of being a peer-leader, and invite them to apply. A simple online application process will attract more applications.
How will the peer-leaders learn leadership skills and review content?
How will the peer-leaders work with faculty to review the content?
How will be leaders learn leadership & teaching skills?
Will there be a credited course in group leadership?
The key to being an effective leader is understanding that the role is not that of supplemental lecture but as facilitator. There are several important ideas and skills that leaders should be acquainted with and practice: the importance of and methods for collaborative learning, concept of learning styles and taxonomy of learning, and using hands on materials and other tools to assist the learning process. Leaders will need to meet on a weekly basis to achieve these goals and should have a pre-semester orientation as well.
How will the peer-leaders be compensated?
Will the peer-leaders be compensated according to hours participating?
What other forms of recognition are possible for the peer-leaders?
A large body of research now supports the supposition that PLTL will significantly impact student success. Therefore, investment in paying peer-leaders is an investment in student success. Just as we invest in new buildings or facilities, we need to recognize the contributions that peer-leaders are making to the mission of the college. Are there other creative ways to acknowledge peer-leaders?
What materials will be the basis for the PLTL workshops?
Is there a philosophy of materials that is consistent with course lecture and expectations on exams?
How can you get feedback from peer-leaders about effectiveness of each set of workshop problems?
The materials that students and leaders use provide the content basis for the workshop, but they also can provide a great assistance to leaders. Stepwise problem solving, use of models and graphic visualizations can greatly enhance more traditional problems in the PLTL environment, providing students with opportunities to interact. Creation and selection of materials is best done by faculty, taking into account primarily the learning goals of the course and obtaining feedback from leaders on the effectiveness of the materials in actual practice.
How will the PLTL program be managed?
Who will be responsible for overall oversight of the PLTL program?
Will experienced peer-leaders participate in the program?
Logistics of PLTL include ensuring regular and prompt attendance of workshops by leaders and students, attendance of leaders in a leader training program, and compensation for leaders. A PLTL program for a a group of moderate or large sized classes can involve organization of perhaps 50 or more leaders. As the program expands, the need for careful consideration of management increases. Experienced leaders can often play a valuable role as assistant coordinators.
How will the implementation of PLTL be evaluated?
Will the student survey be used?
In what way can peer-leaders provide timely feedback regarding the peer-led workshops?
Those implementing a new PLTL program will be very anxious to obtain early feedback reflecting the success of the program’s training and implementation. Student surveys are available that provide robust indication that the program is on track.
How will student learning outcomes be assessed?
Will your implementation involve a control group?
Will you use %ABC as a criterion of student success?
Will you develop a more extensive research plan, such as linear regression?
The extensive research on PLTL should be consulted prior to developing a research plan.
How will the program and results be communicated?
to other faculty, administrators, and to outside the institution?
How will the program be made visible to the institution?
Will you continue to document your progress on the PLTL Google+ community & share program details and peer-leader presentations?
Will you make presentations at professional meetings?