PEER-L

EADER SKILL

S

HOPE J.

HART

MAN, PH.D

.

PL

TL IN

STITU

TE

C

ITY

COLLEGE O

F NEW

YORK

JU

LY 1

0, 2012

OVERVIEW

Communication SkillsLeading DiscussionsQuestioningHuman Relations SkillsAction Plan

COMMUNICATION

Cultural Issues

Effective Speaking

Listening Strategies

Getting & Giving Feedback

Communication Breakdown and Repair

CULTURAL ISSUES IN COMMUNICATIONEye contact

Speed of communication

Accents

Vocabulary

Asking questions

Reluctance to speak by English Language Learners

Nonverbal communication

EFFECTIVE SPEAKING

(ADAPTED FROM HARTMAN, 2009)Preconceptions: Are good speakers necessarily

good communicators? Why or why not?

Enthusiasm

Awareness of listeners’ characteristics

Speed

Articulation: volume, pitch, pronunciation

Express complex ideas clearly, but try to “KISS”!

Comprehension monitor and clarify

LISTENING STRATEGIES• ACTIVE

• ANALYTICAL

• NONJUDGMENTAL

• EMPATHETIC

• PARAPHRASE

FEEDBACK

Getting feedback from students

verbal communication

nonverbal communication

test performance

Giving feedback to students

structured for student independence

selective vs. comprehensive

time to maximize impact

COMPREHENSION BREAKDOWN & REPAIR (ADAPTED FROM HARTMAN, 2009)

How can you recognize when there has been a breakdown in students’ understanding?

What strategies can you use to clarify students’ understanding?

How do students realize when their own understanding is wrong or incomplete?

What strategies can students use to clarify their own understanding?

DISCUSSIONS

What kinds of problems do students tend to have when listening to a lecture?

What are the advantages of small group discussions?

What types of discussions might be useful in PLTL?

DISCUSSION TYPES (ADAPTED FROM MCKEACHIE & SVINICKI’S “TEACHING TIPS”)Peer leader reflections: How can I lead these types of discussions effectively?

1. Interpretation and application of concepts

2. Understanding relationships: connections, comparisons, causality

3. Problem solving: types of problems, alternative approaches

4. Critical thinking: challenge assumptions, identify relevant date/evidence, draw valid conclusions

5. Evaluation: best approaches, reasoning on conclusions

What are specific examples of these types of questions? Write one and share it with a partner.

QUESTIONING SKILLS

Wait times Open vs. closed questions Preparing for questions likely

to be on testsVarying questions types and

levels

QUESTION TYPES & LEVELS TAXONOMY (SIGEL ET. AL 1985 - NO SPECIFIC ORDER WITHIN CATEGORY)

Low Intermediate High

Label Sequence Evaluate

Define Reproduce Causal Relation

Describe Describe Similarity/Difference

Infer Similarity/Difference

Estimate Generalize

Enumerate Predict Outcome

Classify Plan

Synthesize Transform

Analyze Conclude

Apply Verify

Propose Alternative

Resolve Conflict

EXAMPLES: QUESTION TYPES & LEVELS (ADAPTED FROM HARTMAN, 2009)Low Level

Label: What’s the name for a subatomic particle carrying a negative electrical charge? What’s the name for an expressed trait in Mendelian genetics? What term describes a measure of how a function changes as its input changes?

Define: What are acids? What is acceleration? What is an asymptote?

Describe: How is the Periodic Table organized? How does a Punnet Square work?

Intermediate Level

Compare/Contrast: How is a heart like a pump? How is that approach to solving the problem different from the first one you tried? How is intercellular fluid different from extracellular fluid?

Sequence: In what order would you do the steps to solve that problem?

What is the order of the stages of meiosis?

Classify: What type of problem is this? What type of cell does this slide show?

EXAMPLES: QUESTION TYPES & LEVELS CONT.High Level

Predict outcome: What do you think will happen if you mix bleach and ammonia together? What are the implications of climate change?

Propose alternatives: What are other ways you could solve that problem?

What are other possible explanations of the results of the research?

Resolve conflict: Each time you solved the problem you got a different answer. How can you resolve the discrepancies?

Verify: How could you check to make sure that you have written the correct electron configuration for an atom? How could you check the accuracy of your calculation?

THINK-PAIR-SHARE

Find a partner. Then:

1.THINK: Write 3 questions - one for each of the 3 levels (low, intermediate & high). Label the level and type of each question.

2.PAIR: Share your questions with your partner, specifying the level and types.

3.SHARE: Share your or your partner’s questions with the rest of us.

HUMAN RELATIONS SKILLS

Enthusiasm

Patience

Cultural Awareness and Responsiveness

Address Self-Concept & Self-Efficacy

Address Anxiety

Increase Motivation

ACTION PLAN

What are three ideas from this presentation that you might use for training peer leaders?

Write them down in your notes, and share one of them with our group.