We begin a discussion of peer-leader support and training by considering what are the characteristics of a productive PLTL workshop discussion. We would like to see the students actively engaged with each other and with the material, and would rather not see a group of quiet students listening to the peer-leader emulating a lecture presentation. The overwhelming majority of leaders are quite capable of leading this kind of discussion; but that it is also true that guidance in achieving this goal is very helpful. It is also true that it takes time: a workshop group is unlikely, on the first day, to jump into a vigorous, interactive discussion, no matter how skilled the leader. Productive group dynamics takes time, and evidence may not appear in the first few workshops.
Peer-leaders can be recruited from existing groups, once a program us up and running. Students who have done well in the course (obtained an A or B) and who are interested in helping other students can be invited to apply to be a peer-leader. If the program is just beginning, students can be recruited from upper class students and students who have just completed the class. The potential peer-leader does not have to be a major in the subject. The letter inviting applications can outline the essential roles and responsibilities of the peer-leader and can be broadly distributed to students in the course. Students can apply by filling out a form (we have found on-line forms very effective, provided that a large group of potential leaders is invited to apply) providing essential contact information, academic background, GPA and grade in the previous relevant course) and answering an open ended question describing why they would like to be a peer-leader.
Orientation Day
An one day pre-semester orientation is very important in preparing peer-leaders for their first workshop and setting the stage for the work of the semester. Experienced leaders can lend a hand and provide guidance. It is important emphasize skills that will be of immediate usefulness to the leaders. Here are some suggested sessions for a one day orientation.
Organizational: Time and location of workshops, responsibilities of peer-leaders, time of preparation meetings, etc.
Ice-Breaker: This is a good thing to do very early in the first workshop, after a brief explanation of the method and purpose of the workshop. In orientation, we model this by using this early on. Students are asked to interview each other (a partner), finding out name, major, and something they like to do. Then the partner introduces their interviewee to the rest of the group. Works much better the self introductions!
First things first! What is the Role of peer-leader? Different conceptions of leadership can be discussed. PLTL emphasizes leadership that engages and empowers the group members. Role of leader can change over time. In the beginning, the leader may be more active in directly helping students, whereas over time the students should become more independent and need less guidance.
What are your concerns going into the first workshop? New peer-leaders naturally have some concerns before their first workshop. What if I don't know something? What if nobody says anything? Brainstorm in groups and ask each group to come up with a list of concerns and what were some of the solutions? Discuss.
Learning Styles: The concept of learning styles is a good place to begin ideas of pedagogy. It is important to establish early on that there are multiple ways of knowing, and that there is typically more than one path to the solution to a problem. There are some online learning style inventories that provide basis for discussion.
Practice First Workshop: Its good to start with an accessible, interactive workshop on an important first topic (i.e. significant figures of a measurement). This will help build confidence in the students as well as the peer-leader.
The support of peer-leaders should be an ongoing, scheduled effort. This should include:
Structured discussion of concepts of group leadership and pedagogical methods for workshops.
A chance to provide feedback to the instructor and to the other leaders regarding the workshop.
Reviewing the content in an active manner that reflects the concepts of group leadership and pedagogy.
The weekly meeting should involve the faculty or someone who is working closely with the faculty, and can benefit tremendously from someone with expertise in cognitive science: a "learning specialist". The preparation and support of peer-leaders thus benefits from a collaborative approach, wherein faculty and learning center directors work together to achieve a common goal.
Methods from practice of collaborative learning are part of the peer-leaders toolbox. Here are a few that have been found very useful.
Good for problems that have several steps, and each step is not too long. Leader can go around the table asking each person to discuss a step. Alternatively, pass an object around such as a tennis ball, and let the students decide who goes next. We have found that there are several problem types that fit round robin, such as solving a stoichiometry problem or drawing a Lewis dot structure.
A classic for collaborative learning. Useful when the problems are going to take a little longer than would be suitable for round robin discussion. Think for several minutes in solitude, pair with a partner and discuss, and finally share with the group.
"I'll take quadratic equations for 100, Katie" Games can liven up a workshop sometimes. Make questions under categories, pit one group against another, play Jeopardy.
Suggested Rules
Groups choose categories and amounts as in Jeopardy (if they win they get to choose again).
First group to arrive at a solution announces they have a solution by yelling "Mendeleev" (ie for a chemistry class).
Give a few minutes for other group to finish work.
Both groups write down their answer.
If correct, the first group gets +100 extra points.
The second group still gets points, but not extra points.
Groups collaborate to choose which of the multiple choice answers or what numerical input is correct. After entering, find out if they are right or wrong.
Peer-leaders and faculty have found that reflective journals can a valuable record of the peer-leader's experience and learning. The reflective journal entires can be prompted by specific concepts introduced, such as learning styles or collaborative learning, or they can be observations about the experience of peer-group leadership and learning. These journals can reflect the leaders' personal journey as their workshop experience progresses. The journal entries can evolve into a essay that is later formally published, for instance in the PLTL journal Progressions.