Guide for
Peer Assisted Learning
(PAL) Group Facilitators
Image courtesy from renith kroshnan through DigitalPhotos.net
Edited by
David Arendale
Department of Postsecondary Teaching and Learning
College of Education and Human Development
&
Mary Lilly
Peer Assisted Learning (PAL) Program
SMART Learning Commons
University of Minnesota-Twin Cities
http://z.umn.edu/facilitatortoolkit
Revised August 27, 2014
, Acknowledgments
The following individuals and organizations are
important sources of information directly or indirectly
for the development of these training materials. You
are encouraged to consult these sources for more
information on peer assisted learning programs.
Of special note are the case studies from interviews
Image courtesy from renith with the PAL facilitators at the University of
kroshnan through DigitalPhotos.net
Minnesota that appear throughout this workbook.
They are abridged to conceal how they solved the situations. Their stories are meant to
spark conversation and problem-solving during the training workshops for new PAL
facilitators. Read the complete stories in their storybook, Walker, L. (Ed.). (2010). Two
(or more) heads are better than one: Adventures in leading group learning, a facilitator
storybook. Minneapolis, MN: Peer-Assisted Learning Program, SMART Learning
Commons, University of Minnesota-Twin Cities. A copy can be requested through the
following website, https://www.lib.umn.edu/smart/facilitator-storybook
College Readings and Learning Association (The International Tutor Training
Certification Program) http://crla.net/tutorcert.htm
H&H Publishing Company (NADE self-evaluation guides: Models for assessing
learning assistance/ developmental education programs. See section on PAL like
activities called Course-based Learning Assistance) http://www.hhpublishing.com
National Association for Developmental Education (Course-based Learning
Assistance and Tutor Program Certification) http://www.nade.net/certification.html
PAL Groups (Blog page with links to additional peer learning resources and interviews
with student PAL facilitators on their experiences and suggestions) http://palgroups.org
Peer Cooperative Learning Program Bibliography (Annotated Bibliography of major
postsecondary peer learning programs. http://z.umn.edu/peerbib
Peer-Led Team Learning (PLTL) (Articles, Web Links to Other PLTL Programs,
Training Programs) http://www.pltl.org
Structured Learning Assistance (SLA)
(Articles) http://www.ferris.edu/sla/
Supplemental Instruction (Articles,
Web Links to Other SI Programs,
Training Programs)
http://www.umkc.edu/ASM/si/index.shtml
Image courtesy from the digital archives at the University of Minnesota
Page -2-
, Table of Contents
Overview of the PAL Program ......................................................... 6
A. Overview of the PAL program .................................................................... 6
B. Roles of PAL Facilitator and Traditional Discussion Leaders ..................... 8
C. PAL session principles ............................................................................... 9
D. Relationships of the PAL facilitator ........................................................... 11
E. Scenarios: Instructors/TAs ....................................................................... 15
F. Scenarios: Communications and relationships inside PAL sessions ....... 19
G. Scenarios: Communications and relationships outside PAL sessions ..... 21
H. Attracting attendance at voluntary PAL sessions ..................................... 23
I. Summary of overview of the PAL program ............................................... 30
Principle One: Theory Guides PAL Learning Activities .............. 31
A. Affective domain issues and self-regulated learning ................................ 32
B. Information Processing Model of Learning ............................................... 33
C. Summary of theories that guide PAL session activities ............................ 37
Principle Two: Express Multicultural Competency ..................... 38
A. Understanding ourselves .......................................................................... 38
B. Understanding culture .............................................................................. 39
C. First seek to understand: Improving listening skills .................................. 40
D. Learning preferences ................................................................................ 42
E. Culturally effective communication ........................................................... 43
F. Scenarios for communicating with PAL participants ................................. 45
G. Summary of expressing multicultural competency ................................... 49
Principle Three: Facilitate a Blend of PAL Session Activities .... 50
A. Tasks of the PAL facilitator ....................................................................... 51
B. PAL session process ................................................................................ 53
C. Planning the PAL session ......................................................................... 56
D. Reflecting on PAL sessions ...................................................................... 58
E. PAL facilitator observations ...................................................................... 59
F. Ice-breakers for PAL sessions .................................................................. 67
G. Educational competitions, games, and rewards ....................................... 75
H. Scenarios of rules and procedures for the PAL program ......................... 78
I. Summary of facilitating a blend of PAL session activities ......................... 81
Principle Four: Shift PAL Session Authority & Ownership ........ 82
A. Transition of learning control .................................................................... 82
B. Expanding the authority ............................................................................ 83
C. Using questions to organize PAL sessions .............................................. 84
a. Redirecting questions back to the group ....................................... 84
b. Probing questions .......................................................................... 85
c. Improving higher ordering thinking ................................................ 86
D. Scenarios of referring or resourcing PAL participants .............................. 88
E. Actions by PAL facilitator before the first PAL session ............................. 91
F. PAL announcement to the class and the first PAL session ...................... 92
G. Summary of shifting PAL session authority and ownership ...................... 98
Page -3-
, Principle Five: Model Productive Learning Behaviors ................ 99
A. Overview of modeling productive learning behavior ................................. 99
B. Scenarios of boundaries for helping PAL participants ........................... 100
C. Fostering independence throughout the academic term ....................... 101
D. Assessing students’ use of learning strategies ....................................... 102
E. Lecture review ........................................................................................ 105
F. Oral reading of lecture notes .................................................................. 107
G. Building readiness for future lectures and assigned readings ................ 109
H. Reciprocal questioning ........................................................................... 110
I. Examination preparation ......................................................................... 112
J. High stakes examination preparation ..................................................... 117
K. Visual strategies ..................................................................................... 120
L. Vocabulary development ........................................................................ 123
M. Reading textbooks and assigned materials ............................................ 124
N. Modeled Study Skills .............................................................................. 127
a. Lecture note taking ...................................................................... 128
b. Note cards.................................................................................... 131
c. Memory techniques ..................................................................... 132
O. Summary of modeling productive learning behaviors ............................. 133
Principle Six: PAL Sessions Vary in Different Content Areas .. 134
A. Mathematical and other problem-solving courses .................................. 135
B. Humanities courses ................................................................................ 150
C. Writing-intensive courses ....................................................................... 152
D. Social science courses ........................................................................... 154
E. Summary of PAL sessions vary in different academic content areas ..... 156
Principle Seven: Model Student Self-Monitoring Strategies .... 157
A. Post-exam review ................................................................................... 158
B. Informal quiz ........................................................................................... 162
C. Review session assessment techniques ................................................ 162
D. Summary of modeling student self-monitoring strategies ....................... 166
Principle Eight: Engage Students with Each Other ................... 167
A. Overview of group dynamics and engagement ...................................... 168
B. Scenarios of one student not participating ............................................. 172
C. Scenarios of groups not functioning as intended .................................... 175
D. Large Group Discussion ......................................................................... 179
E. Cluster Group Discussion ....................................................................... 180
F. Turn-to-a-Partner Discussion.................................................................. 181
G. Pairs-Compare Discussion ..................................................................... 182
H. Think/Pair/Share Discussion .................................................................. 183
I. Jigsaw Discussion .................................................................................. 184
J. Academic Controversy Discussion ......................................................... 185
K. Group Survey Discussion ....................................................................... 186
L. Summary to engaging students with each other .................................... 188
Summary to the PAL Facilitator Workbook ................................ 189
Bibliography of PAL-Related Publications ............................................................... 190
Understanding the PAL Model .................................................................................. 191
Page -4-
Peer Assisted Learning
(PAL) Group Facilitators
Image courtesy from renith kroshnan through DigitalPhotos.net
Edited by
David Arendale
Department of Postsecondary Teaching and Learning
College of Education and Human Development
&
Mary Lilly
Peer Assisted Learning (PAL) Program
SMART Learning Commons
University of Minnesota-Twin Cities
http://z.umn.edu/facilitatortoolkit
Revised August 27, 2014
, Acknowledgments
The following individuals and organizations are
important sources of information directly or indirectly
for the development of these training materials. You
are encouraged to consult these sources for more
information on peer assisted learning programs.
Of special note are the case studies from interviews
Image courtesy from renith with the PAL facilitators at the University of
kroshnan through DigitalPhotos.net
Minnesota that appear throughout this workbook.
They are abridged to conceal how they solved the situations. Their stories are meant to
spark conversation and problem-solving during the training workshops for new PAL
facilitators. Read the complete stories in their storybook, Walker, L. (Ed.). (2010). Two
(or more) heads are better than one: Adventures in leading group learning, a facilitator
storybook. Minneapolis, MN: Peer-Assisted Learning Program, SMART Learning
Commons, University of Minnesota-Twin Cities. A copy can be requested through the
following website, https://www.lib.umn.edu/smart/facilitator-storybook
College Readings and Learning Association (The International Tutor Training
Certification Program) http://crla.net/tutorcert.htm
H&H Publishing Company (NADE self-evaluation guides: Models for assessing
learning assistance/ developmental education programs. See section on PAL like
activities called Course-based Learning Assistance) http://www.hhpublishing.com
National Association for Developmental Education (Course-based Learning
Assistance and Tutor Program Certification) http://www.nade.net/certification.html
PAL Groups (Blog page with links to additional peer learning resources and interviews
with student PAL facilitators on their experiences and suggestions) http://palgroups.org
Peer Cooperative Learning Program Bibliography (Annotated Bibliography of major
postsecondary peer learning programs. http://z.umn.edu/peerbib
Peer-Led Team Learning (PLTL) (Articles, Web Links to Other PLTL Programs,
Training Programs) http://www.pltl.org
Structured Learning Assistance (SLA)
(Articles) http://www.ferris.edu/sla/
Supplemental Instruction (Articles,
Web Links to Other SI Programs,
Training Programs)
http://www.umkc.edu/ASM/si/index.shtml
Image courtesy from the digital archives at the University of Minnesota
Page -2-
, Table of Contents
Overview of the PAL Program ......................................................... 6
A. Overview of the PAL program .................................................................... 6
B. Roles of PAL Facilitator and Traditional Discussion Leaders ..................... 8
C. PAL session principles ............................................................................... 9
D. Relationships of the PAL facilitator ........................................................... 11
E. Scenarios: Instructors/TAs ....................................................................... 15
F. Scenarios: Communications and relationships inside PAL sessions ....... 19
G. Scenarios: Communications and relationships outside PAL sessions ..... 21
H. Attracting attendance at voluntary PAL sessions ..................................... 23
I. Summary of overview of the PAL program ............................................... 30
Principle One: Theory Guides PAL Learning Activities .............. 31
A. Affective domain issues and self-regulated learning ................................ 32
B. Information Processing Model of Learning ............................................... 33
C. Summary of theories that guide PAL session activities ............................ 37
Principle Two: Express Multicultural Competency ..................... 38
A. Understanding ourselves .......................................................................... 38
B. Understanding culture .............................................................................. 39
C. First seek to understand: Improving listening skills .................................. 40
D. Learning preferences ................................................................................ 42
E. Culturally effective communication ........................................................... 43
F. Scenarios for communicating with PAL participants ................................. 45
G. Summary of expressing multicultural competency ................................... 49
Principle Three: Facilitate a Blend of PAL Session Activities .... 50
A. Tasks of the PAL facilitator ....................................................................... 51
B. PAL session process ................................................................................ 53
C. Planning the PAL session ......................................................................... 56
D. Reflecting on PAL sessions ...................................................................... 58
E. PAL facilitator observations ...................................................................... 59
F. Ice-breakers for PAL sessions .................................................................. 67
G. Educational competitions, games, and rewards ....................................... 75
H. Scenarios of rules and procedures for the PAL program ......................... 78
I. Summary of facilitating a blend of PAL session activities ......................... 81
Principle Four: Shift PAL Session Authority & Ownership ........ 82
A. Transition of learning control .................................................................... 82
B. Expanding the authority ............................................................................ 83
C. Using questions to organize PAL sessions .............................................. 84
a. Redirecting questions back to the group ....................................... 84
b. Probing questions .......................................................................... 85
c. Improving higher ordering thinking ................................................ 86
D. Scenarios of referring or resourcing PAL participants .............................. 88
E. Actions by PAL facilitator before the first PAL session ............................. 91
F. PAL announcement to the class and the first PAL session ...................... 92
G. Summary of shifting PAL session authority and ownership ...................... 98
Page -3-
, Principle Five: Model Productive Learning Behaviors ................ 99
A. Overview of modeling productive learning behavior ................................. 99
B. Scenarios of boundaries for helping PAL participants ........................... 100
C. Fostering independence throughout the academic term ....................... 101
D. Assessing students’ use of learning strategies ....................................... 102
E. Lecture review ........................................................................................ 105
F. Oral reading of lecture notes .................................................................. 107
G. Building readiness for future lectures and assigned readings ................ 109
H. Reciprocal questioning ........................................................................... 110
I. Examination preparation ......................................................................... 112
J. High stakes examination preparation ..................................................... 117
K. Visual strategies ..................................................................................... 120
L. Vocabulary development ........................................................................ 123
M. Reading textbooks and assigned materials ............................................ 124
N. Modeled Study Skills .............................................................................. 127
a. Lecture note taking ...................................................................... 128
b. Note cards.................................................................................... 131
c. Memory techniques ..................................................................... 132
O. Summary of modeling productive learning behaviors ............................. 133
Principle Six: PAL Sessions Vary in Different Content Areas .. 134
A. Mathematical and other problem-solving courses .................................. 135
B. Humanities courses ................................................................................ 150
C. Writing-intensive courses ....................................................................... 152
D. Social science courses ........................................................................... 154
E. Summary of PAL sessions vary in different academic content areas ..... 156
Principle Seven: Model Student Self-Monitoring Strategies .... 157
A. Post-exam review ................................................................................... 158
B. Informal quiz ........................................................................................... 162
C. Review session assessment techniques ................................................ 162
D. Summary of modeling student self-monitoring strategies ....................... 166
Principle Eight: Engage Students with Each Other ................... 167
A. Overview of group dynamics and engagement ...................................... 168
B. Scenarios of one student not participating ............................................. 172
C. Scenarios of groups not functioning as intended .................................... 175
D. Large Group Discussion ......................................................................... 179
E. Cluster Group Discussion ....................................................................... 180
F. Turn-to-a-Partner Discussion.................................................................. 181
G. Pairs-Compare Discussion ..................................................................... 182
H. Think/Pair/Share Discussion .................................................................. 183
I. Jigsaw Discussion .................................................................................. 184
J. Academic Controversy Discussion ......................................................... 185
K. Group Survey Discussion ....................................................................... 186
L. Summary to engaging students with each other .................................... 188
Summary to the PAL Facilitator Workbook ................................ 189
Bibliography of PAL-Related Publications ............................................................... 190
Understanding the PAL Model .................................................................................. 191
Page -4-
