Peer Recitation Facilitator Guidelines The guidelines below contain general information, a thorough description of what a “Peer Facilitator” is and some basic tips on how to serve students effectively, ethically, and appropriately. Goals of the Program: 1. Assist students in making successful academic transitions. 2. Facilitate learning in ADW.
Study Skills D NO: L0033AHAAHA0817 FULL NAME: ELMEHDI SDIRA 19/10/2017 There are a lot of skills needed to achieve good grades and to have an excellent academic level. In order to be successful, students need good study skills. Study skills are a set of skills which help students become effective learners (Oxford Dictionaries | English, 2017). This strategy of study helps students become more effective and make the studying easier by using a lot of skills and a productive learning method. It is a method to learn and a key to be successful in all types of studies.
1. Background: David T. Conley (2008) believes that four components constitute college readiness for students including key cognitive strategies, key content knowledge, academic behaviors, and contextual skills and knowledge. He defines key cognitive strategies as students having the ability to form and solve problems, conduct research, having the ability to reason and to interpret information, and using precision to reach correct conclusions. Key content knowledge is described as ideas, concepts and vocabulary in the disciplines of English, Math, Science and the Social Sciences. Academic behaviors include time management, study skills, the use of study groups, persistence and awareness of one’s own performance.
Established learning: teacher and student roles in the learning process should be established. Teachers need to create an environment where student can establish trust and mutual respect, as well as experience harmless constructive feedback. As defined by Bell & Cowie (2001), there are nine characteristics of formative assessment: responsiveness; source of evidence; tacit process; use of professional knowledge and experience; integral measures between teaching and learning; assessments by teacher and student; purpose; appropriateness of process; and predicaments. Vigilant observation of students progression, allows the teacher to see beyond assumptions and predictions, and provide information to better understand and support learning outcomes used to determine students understanding. Careful thought of learning assessments are grouped into four types: observation, conversation, student self-evaluation and artefacts, all of which can take form in numerous assessments: - Checklists: learn student behavior by keeping a record of pre-selected learning actions to be observed, with use of indicators to assess e.g.
Peer observation is less stressful and more beneficial. A peer observation is mentoring. By observing a peer of the same working practice we get aware of what are we or our peers doing right or wrong. We get new teaching methods and strategies. We also become capable of self assessment.
Darling-Hammond (2009) agree that prosperous professional development, one that leads to student achievement and success in the organization itself is reliant on authentic collaboration practices in an active professional learning community (p.11). They go on to conclude that as a result of school communities providing teachers with opportunities and time to develop strong working relationships, more sharing and consistency among educators and problems solving efforts will be observed (p.11). Greenleaf theory advances that a strong sense of community can only come from intended actions of the servant-leader (1970,
Research suggests that managing ones emotions, being self-aware and self-motivate can be factors for success for a student (Allan, 2009). I also need to make time for detailed planning and stick to a schedule for learning, as well as a to do list
5. Evaluation in this model takes three forms which are facilitation feedback, mid-course assessment and peer evaluation. In a nut shell, experiential learning experiences help to complete students‟ preparation for their chosen careers which reinforce course content and theory. Students learn through student- rather than instructor-centered experiences by doing, discovering, reflecting and applying. Through these experiences students develop communication skills and self-confidence and gain and strengthen decision-making skills by responding to and solving real world problems and processes.
(Johnson,Johnson, and Smith, 1998). Students focus their attention on the assigned task to increase his or her own learning and the learning of group members. Interaction and effective communication between students is critical during cooperative work assignments. Group members equally share the assigned task, tutor other students in the group to learn and complete the assigned task. Learning course content and team skills while working on assigned tasks is an expected outcome of cooperative learning.
There is a body of research that has proved that there are actually strategies for good time management for students and that these can contribute positively to the levels of success of a student in long distance learning (Adams, 2012; Talbot (2010). Planning - Clear planning on studying, scheduling learning activities are important, it is the first step in determining how much commitment in terms of time and effort is required for each study module. (Gillett, et al., 2003). Utilising diaries and calendars to keep track of commitments and hold one accountable. Executing the plan is just as important.