ECE 110 Leader Training Workshop and Materials

We have developed a set of training materials and an initial training workshop to prepare students to lead learning teams. In the initial training workshop, we discuss the Peer-Led Team Learning (PLTL) model and the details of leading a team. In later workshops for leaders, we discuss group dynamics, problem solving strategies, models of student intellectual development, and student diversity issues. We encourage team leaders to write weekly reflective journal entries on these topics and their relation to the study sessions.

Goals

• Understand the Peer-Led Team Learning model
• Understand the motivation for Peer-Led Team Learning
• Understand the leader's role in the sessions
• Understand the leader's relationship with students

Topics

• Leading a PLTL Team
• The PLTL Model
• Answering Student Questions
• Group Dynamics
• Problem Solving
• Perry's Model
• Grow's Model
• Race and Gender Issues
• Learning Disabilities

Readings

Initial Training Workshop

This is our initial leader training workshop held just before the supervised study sessions begin. This workshop covers basic survival: how PLTL works, what is expected of the leader, and how to deal with questions. We cover administrative details and encourage leaders to keep electronic reflective journals. Combined with interactive exercises and a model session, the training lasts two to three hours.

Leaders are also provided with a team charter activity and icebreaker for their first session.

There is also a mid semester informal feedback activity when the team amends its charter.

Beginning of the Semester: Group Dynamics and Advanced Workshop Methods

Advanced Workshop Techniques

This document builds on the training workshop to discuss advanced techniques and group dynamics. It draws on the lessons learned by past leaders.

From Peer-Led Team Learning, A Handbook for Team Leaders by Roth, Goldstien and Marcus
Chapter 2
Student-Leader Relationships, K. Ganschow
Dealing with a Question that Stumps the Leader, L. Kurtelawicz
Chapter 3
How Do I get my Students to Work Together? Getting Cooperative Learning Started, M. Towns
Helping a Group That Won't Talk Much, R. Rekuski
How Do I Handle a Student Who Gets Everything Right?, A. Epstein

IDEAL problem-solving model

The IDEAL Method provides a general framework for solving difficult technical problems.

Mid Semester: Student Development and Motivation for PLTL

Perry's model of student intellectual development

(UIUC Login Required!) The Student's Experience, from Forms of Intellectual and Ethical Development in the College Years, W. Perry

These two readings from William Perry introduce his model of student development from dualistic thinkers to reasoned, motivated, active scholars. The first link to the dialogue illustrating Perry's Model is particularly popular with the session leaders.

Grow's model of self-directed student learning

Grow's Model follows student development from dependent to independent learners. He also discusses levels of teaching methods appropriate for different levels of students.

Final Weeks: Race, Gender, Disabilities

From Peer-Led Team Learning, A Handbook for Team Leaders by Roth, Goldstien and Marcus
Chapter 6
(UIUC Login Required!) Gender and Silence: Implications of Women's Ways of Knowing, J. Gallos

Chapter 7
(UIUC Login Required!) Consequences of Ignoring Gender and Race in Group Work, from Re-engineering Female Friendly Science, S. Rosser
Addressing Homophobia, Biphobia, and Heterosexism in Workshops, F. Ramirez
Chapter 8
Some Common Myths about Learning Disabilities, V. Roth