PALS Peer Assisted Learning Support

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PALS Peer  Assisted  Learning  Support

Global Indian International School Kuala Lumpur, Malaysia

APQO Conference 2021 ACE Competition

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Our Growth

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Number of Students 2006 2019 206 1,000+ Winner of 25 Global / International Awards from distinguished organizations, including MPC, APQO, World Education Summit, IMC Global Montessori Plus ( GMP ) CBSE ( Class 1 – 12 ) Cambridge ( Class 1 – 11 ) Offering

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Dream Team

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PALS

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Best Practices PALS Peer Assisted Learning Support

Presented by Global Indian International School Kuala Lumpur, Malaysia

Making Learning Happen

IMC Ramakrishna Bajaj National Quality Award (Overseas Category) 2016

GPEA 2019 World Class Bali

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Organisational / Customer / Market / Societal needs articulated

GIIS, Kuala Lumpur’s Mission is to develop the Leaders of distinction. Needs articulated are : 1.High quality education with universally desired values 2. Innovative Education 3. Health and Safe Environment 4. Competitive Job Market 5. Stress free learning ( GIIS is the first to monitor Happiness Index of students ) 6. To equip our students holistically to succeed in the 21 st century.

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Customer Definition-

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Students unable to understand in class   Student were shy to ask questions   Poor Problem solving skills     Students had different learning styles     Students interested in only their own learning   Teachers overloaded with work

Opportunity/Problem Definition

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Students wanted lessons taught in their lingo They wanted a Healthy competition Evaluate their own learning Wanted increased participation in their own learning Communicate at their level Stress Free Learning Teach and Learn at the same time Need for sense of purpose Improve social and communication skills Wanted to do something productive & beneficial reciprocal learning environment .

Based on brainstorming session the team identified Peers Assisting, Learning and Supporting or PALS as the focus area.

Identifying Opportunities for starting “PALS”

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Identifying Opportunities for starting PALS

Build an active and cooperative learning environment O1 Encourage students to give and receive feedback and evaluate each others' learning 02 Promote positive interdependence and accountability 03 Increase participation, motivation, and student engagement 04 Improve communication skills, achievement, and productivity 05 Promote ownership of learning and deeper understanding of new concepts 06 Peers Assisting Leading and Supporting O7

Opportunities Member 1 Member 2 Member 3 Member 4 Member 5 Total % O1 3 3 3 2 2 13 52 O2 3 3 4 3 2 15 60 O3 2 3 2 2 3 12 48 O4 3 3 3 3 2 14 56 O5 2 3 4 3 2 14 56 O6 3 4 3 3 4 17 68 O7 4 4 4 4 4 20 80

Scale:1-5 1being low,5 being high

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Defining our Customers

Based on brainstorming session the team identified Peers Assisting, Learning and Supporting or PALS as the focus area.

Customers for PALS Students Evaluate their own learning Gain personal insight in self reflection and discovery Healthy competition  easier to understand  Teachers Increase participation, motivation, and student engagement Improve communication skills, achievement, and productivity Improved student engagement There is less time spent on marking by utilising peer assessment Management It can be financially efficient, as an alternative to hiring more staff members Society Organisation skills Social skills Promote positive interdependence and accountability Patrnts Stress free learning Peace of mind reciprocal learning environment. Doing something productive & beneficial

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Mutual Learning Independent Learning

Project / Product Definition: Approaches to PALS

https://lh3.googleusercontent.com/9Ns6WdzX1TWYDPZ9RjU4uTivzB9gxmjP2CUO2Nrz9WqeRhf7Cqr4NSX8hgkCcivufwoM2eA_DLawOOm7JDDnxs1JG8kITtaS782d3363ZoeDWZ2wRpQGiLWoCmB2njjoRyE2FM8pxKprzXe8uT6mKmEqwHHtJ4Shl0AiFAtrq2f45oF1BR2iiCK29RPIDFkNpZFityEFiyEzVy8q0BI9HGa5tfuL15OZFxTREu9nwkGBKSVfYNyG0lSd1LkEYDUjzWbWXGfwmBO3Qw3m79ZaP0aXPQ5xe4RQxJLcdnRgkXQOMHPwHbp5NE3MQZnUIQHaG39tfK8eMN7WMU3DHKdzYsVK2ONK3EZyVPohqQ7-jKir7T8Mdry2cxVUwH3sLYQLtpPsVcn-zj0AZjKfwyaPuh9BfDWuQYK0A9ZhOrOih0Oz86BXE6HkEeoiBeLZ25QLARocNkmS87jfCr8S9t78PaKvVYQXMgQ7ReG8E18UJtFvNBkcGjsh6i6Naga_KL9rOTmx6sKFp8uyjSTaa6sQezpQNpFpxnekg3knpjsPn08tdyaJLJqqXgrG2-iCxpFEq50zw6f0n06w8jdg2NHM6fhqF2GziavWJXQ2Ygkuq6TehpmtO7SJMBB2Q-b4X2xs6uw41VLGrjm3SpzPguxCCs-jOGWGWIRltQnPDBRUmRDj8hcqKRS6ZU31ApaUip7_QjHDJex2fKd5JBMjxvBzR9Kk=w1254-h830-no?authuser=0

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Peer Tutoring

Co-operative learning

Writing groups

Problem-based learning

Learning communities

Discussion groups

Project / Product Definition: Approaches to PALS

Learning with Games

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Peer Video Lessons

2 Deployment of Best Practices

Yr 8 English Homework Help Chatroom I need help with my English assignment. Can someone help? Jyoti What is the problem? Maybe I can help. Royce Hi Royce. I don’t understand todays work that Ms Inba gave. Are we writing or are we supposed to make a diorama of the Secret Garden? Jyoti If you have read the book, based on your understanding, you have to imagine how the garden looked like for the character and make a 3D model of the garden. You can make a simple garden or a mysterious one if you want to add some wow factor to it. Was this a helpful? Royce Oh now I understand I think.Thanks Let me finish the book and if I a doubts, can I come back? Jyoti Definitely Jyoti . Let me know if you need more help. help. Good Luck with the assignment. Royce

Chat Sessions to ask and answer

Zoom one to one help

Project / Product Definition: Approaches to PALS During COVID Lockdown

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Peer Tutoring Observation Check Content being taught Observe student participation and involvement Edit Video lesson for appropriateness before sharing Teacher was part of the chatrooms

If all students are participating Continue the session. Students not participating Use guided questioning that will involve all students Students Interrupt Each other Protect Students from interruptions, laughter, or those with louder voices by addressing these type interferences directly with the person responsible. One person dominates the discussion Redirect questions back to the group

Strict guidelines shared for support programs

Record feedback from students

Name of Peer Tutor Lesson aass (5 being Rate tho folloWing using the rase given 2 3 4 5 6 7 8 How important do you feel Peer Learning is to you? How well did a Peer tutor explain to you? How well do vou feel these encounters With Peer Learning encouraged your understanding and general learning? How often do you discuss your learning With your classmatess? How often do you demonstrate your learning to your classmates ? How often are you encouraged to discuss your learning by a peer or teacher? How do you feel when you receive feedback from your peer tutors on your vork? How engaged to the learning do you feel after receiving feedback on your work from a eer? weli/Quite 3 3 4

Project / Product Definition: Approaches to PALS During COVID Lockdown

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Customer Definition

Before PALS Involvement Cooperation& Teamwork Peer Learning Responsibility 0.44 0.46 0.15 After PALS Involvement Cooperation& Teamwork Peer Learning Responsibility 0.81 0.7 0.92

Impact on Productivity

Comunication Q1 2020 Q2 2020 Q3 2020 Q4 2020 Q1 2021 Q2 2021 31 31 44 58 72 84 Increased Confidence Q1 2020 Q2 2020 Q3 2020 Q4 2020 Q1 2021 Q2 2021 38 42 45 62 75 85 Engagement Q1 2020 Q2 2020 Q3 2020 Q4 2020 Q1 2021 Q2 2021 25 27 41 67 81 88

Q1 2020 Q2 2020 Q3 2020 Q4 2020 Q1 2021 Q2 2021 0.32 0.38 0.45 0.57999999999999996 0.76 0.83

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Impact

Before PALS YR 7 YR 8 YR 9 0.62 0.65 0.68 After PALS YR 7 YR 8 YR 9 0.85 0.82 0.83

Before Mon Tues Wed Thurs Fri 0.52 0.65 0.61 0.57999999999999996 0.6 After Mon Tues Wed Thurs Fri 0.95 1 1 1 1

4 Results of Best Practices

te+te to Team GIIS Malaysia has achieved SILVER AWARD in senior category Global Excellence Day 2020 held on September 2020 by Global Centre for Edw:ation (GCEE)

Impact on Productivity

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Prescriptive Learning Teacher- centered Linear & rational Part to whole organisation Teaching as transmitting Learning as receiving Structured environment Experiential Learning Student-centred Coherent & relevant Joint intellectual effort by students Teaching as facilitating Learning as constructing Flexible environment

The difference was dramatic

Pre- PALS

Post PALS

Intangible Results

Impact on Productivity

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Emphasis on Higher Thought Processes Emphasis of Practice and Student Effort Active Student engagement in Learning Peer to Peer interaction Variety

What makes PALS a Best Practice?

Student at the computer icon, outline style. Student at the computer icon. Outline student at the computer vector icon for web design isolated on white royalty free illustration

Brain - Sagittal Region Cross Section

White Circle

Sustainable/Scalable

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How is PALS a better choice?

Students receive more time for individualized learning. Direct interaction between students promotes active learning. Peer teachers reinforce their own learning by instructing others. Students feel more comfortable and open when interacting with a peer. Peers and students share a similar discourse, allowing for greater understanding. Peer teaching is a financially efficient alternative to hiring more staff members. Teachers receive more time to focus on the next lesson.

Sustainable/Scalable

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Sustainable/Scalable

Set targets For increasing awareness& attitude change among students Develop Strategies Mediums – Create games, Lesson Videos,Chatroom for HW, Sharing personal Learning,Group Discussion Integration Real world learning Involvement Involve classmates Involve Parents Interactive Learning

Sustainability / Standardisation

No special lessons required     Is a competence which leads to our core service     Not a department specific strength     Is cost effective     Life long asset: does not diminish with time

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Innovation/Transformation

Creating games

Interactive learning

Enabling students to be ambassadors of change

PALS : recognizes that the future needs to lerning & aims to transform the attitude of every student . .

Innovation

Tapping student creativity

PALS: Innovation

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Impact on Organisation’s Objectives

Improved Vision Compliance Index and Mission Accomplishment Index

2016-17 2017-18 2018-19 2019-20 81 85 92 94

2016-17 2017-18 2018-19 2019-20 82 86 94 95

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Impact on Organisation’s Objectives

Our Objective is to to shape our students into well-rounded and responsible citizens of the future.

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Similar project to test the impact in other grades and CBSE Solve a real-world mystery  Create a subject matter eLearning blog  Host a lively forum debate  Create a micro-learning library

Way Forward

eLearning Content Marketplace for Corporate Training - TalentLMS

7 Great eLearning Blogs You Should Be Reading

Kids Discuss Homework Study Together Stock Vector - Illustration of primary, library: 157873969

Clipart Panda - Free Clipart Images

Futuristic Developments

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The Team’s Strengths : Right People for the Right Job

S.No. Qualification / Certification / Recognition from a distinguished Award Body No. of Team Members 1 Malcolm Baldrige Foreign Examiner ( MBFE ) 1 2 Asia Pacific Quality Organisation Assessor 1 3 Global Performance Excellence Award Assessor 1 4 Indian Merchants’ Chamber Ramkrishna Bajaj National Quality Award ( IMCRBNQA ) Assessor 1 5 ISO 45001 : 2018 Lead Auditor & Internal Auditors 3 6 ISO 9001:2015 Lead Auditor & Internal Auditors 1 Others 1 Kaizen Club Student Member 1 2 Kaizen Club Campus In charge 1

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Expert Advise

Our students have received training to think out of the box methods to find solutions and solve problems Blue Ocean Workshops. Lederonomics Youth Alumni Mentoring

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The Team’s Strengths : Right People for the Right Job

To teach is to learn twice

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TERIMA KASIH

Contacts : Rathin Khandhadia rathin@myglobalschool.org Jacinta George Jacinta.george@globalindianschool.org

Contacts : Rathin Khandhadia rathin@myglobalschool.org Jacinta George Jacinta.george@globalindianschool.org