Peer-Led Team Learning:: 2008 James Flack Norris Award Address

• David K. Gosser ^[1] ; Jack A. Kampmeier ^[2] ; Pratibha Varma Nelson ^[3]
  1. [1] City College of New York

     City College of New York

     Estados Unidos

     
  2. [2] University of Rochester

     University of Rochester

     City of Rochester, Estados Unidos

     
  3. [3] University−Purdue University Indianapolis, Indianapolis, Indiana

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 87, Nº 4 (April), 2010, págs. 374-380
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of colleges and universities and to other STEM disciplines. In the PLTL model, students who have done well in the course serve as peer-leaders to facilitate Workshops that supplement the lecture part of the course for new students. In the weekly Workshops, 6−8 students engage in active debate, discussion, and problem solving under the guidance of the peer leaders. A diverse faculty team led the development of instructional materials for the Workshops, methods to train peer leaders, and tactics to institutionalize PLTL. Students and leaders value the peer-led Workshops, and results from within the PLTL project (as well as numerous independent studies) demonstrate significant gains in student learning for both groups. PLTL remains an active area of research and development. We discuss our insights into the larger issues of curricular and institutional change at the college level. A central finding of the PLTL project is that students are a significant untapped resource for teaching. They partner with us to form a community of learners that bridges the gap between faculty and students.