Rebecca Glover, Nicholas B. Hammond, Justin Smith, Dalyana Guerra
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引用次数: 7
摘要
同伴领导的团队学习(PLTL),特别是被称为“工作坊”的模式,已被证明对学生在STEM课程中的跨学科成功做出了积极而显著的贡献(Gosser et al., 2001)。我们的研究增加了SOTL文献,通过报告学生领袖的变化来描述研讨会的有效性。我们考察了领导者在有效教学中获得新技能的水平,并描述了他们领导的小组中的教学互动,这是培训和经验相结合的结果,促进了第一年的微积分研讨会部分。这是在一所小型研究型大学进行的为期一个学期的研究,涉及22名Workshop负责人的两个多部分微积分入门课程。我们的方法是两个度量标准的新颖叠加,通过一些预先考虑,可以对研讨会领导者的结果进行强有力的分析,这将补充教师可能选择进行的任何PLTL实施评估。
Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course
Peer-led team learning (PLTL), specifically the model known as ‘Workshops’, has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine the level to which leaders acquired new skills in effective teaching and describe the pedagogical interactions in the groups they led as a result of the combination of training and experience facilitating first-year Calculus Workshop sections. This was a semester-long study on twenty-two Workshop leaders for two multi-section, introductory calculus courses at a small research university. Our method is a novel overlay of two metrics that allows, with some forethought, a robust analysis of Workshop leader outcomes that would complement any assessment of PLTL implementation faculty might choose to undertake.