MA3PAL: Peer Assisted Learning

Module code: MA3PAL

Module provider: Mathematics and Statistics; School of Mathematical, Physical and Computational Sciences

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1 / 2

Module convenor: Dr Nick Biggs, email: n.r.t.biggs@reading.ac.uk

Pre-requisite module(s): When taking this module, you must attend a compulsory training session run in Welcome Week. (Open)BEFORE TAKING THIS MODULE YOU MUST TAKE MA1CA AND TAKE MA1LA AND TAKE MA1FM (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will enable students who have volunteered to be Peer-Assisted Learning (PAL) Leaders in Mathematics to gain a deeper understanding of their own learning and that of their peers on the same programme but in Part 1. This takes place through reflecting systematically on weekly Mathematics peer-learning sessions that they have planned, facilitated, and reviewed. 

PAL Leaders will develop coaching, organisational, presentation and communication skills by leading peer study groups to help their fellow students revisit their learning, solve problems and deepen their understanding of mathematical concepts by working collaboratively. The cycle of planning, leading and reflecting on practical PAL sessions will contribute to the development of employment competencies as well as providing relevant experience for those students considering applying for postgraduate teacher training. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify and critically evaluate a range of different approaches to facilitating cross-cohort peer learning and active learning methods suitable to the leading of Mathematics Peer-assisted Learning sessions;
2. Prepare, plan and deliver a series of PAL sessions, at least one of which will be observed with feedback provided to inform the PAL Leader’s reflection and development as a facilitator;
3. Read and synthesise academic articles about learning theory and peer learning to provide a theoretical base to evaluate their practice as PAL leaders;
4. Write a reflective report about their work as a PAL leader and evaluate what they have gained from their experience of PAL and how this relates to theory and to evaluate what went well and why and how their sessions could be improved further and why.

Module content

Students will be selected by written application and interview on the basis of academic ability, commitment and motivation as students, and an interest in learning, volunteering and possibly a career in education. The selection will be made by the Module Convenor, who has the final say in terms of recruitment. 

Following acceptance on the module, students will attend training sessions on campus before facilitating PAL sessions. Each week they will communicate actively with students in the years below to encourage attendance at PAL sessions, keep accurate attendance registers, produce detailed PAL session plans, and write detailed session reviews which reflect on what worked well and why, including evaluation of skills developed and critical reflection. PAL leaders will be observed facilitating a PAL session at least once and will receive support and feedback on their practice. After all PAL sessions have been completed, PAL Leaders should write and submit a reflective report on their experience with supporting rationale (making reference to relevant literature), reflective evaluation, references, and as an appendix copies of their session plans, session reviews and any relevant learning materials. 

Structure

Teaching and learning methods

Prior to facilitating PAL sessions, PAL Leaders will be introduced to and engage practically with the principles and practice of peer assisted learning. Participation in this training is mandatory. PAL leaders will learn about the distinction between facilitation and teaching, and will develop their listening, questioning and facilitation skills. They will also learn how to promote PAL to lower year students, how to meet the needs of diverse learners and how to plan, time and facilitate PAL sessions effectively. Student PAL Leaders will facilitate scheduled PAL sessions, which are structured to meet the needs of their peers, and run alongside lectures, seminars and tutorials during the term. They will communicate regularly with their group participants, academic contact and the PAL Coordinator to gain support and advice. Student PAL Leaders will need to allocate sufficient time for independent study during the term when they are facilitating PAL sessions to communicate with their learners, write PAL session plans and session reviews for every session and read research on learning theory and peer learning to inform their practice. Further independent study will be required for the completion of their reflective report. Note that of the 40 in-person hours referred to below, 36 of these will be spent facilitating the learning of others.

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback offered on dry-run PAL ‘pitch’, and on two observations of PAL sessions in advance of the two assessed sessions. 

Reassessment

Additional costs