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Peer-Led Team Learning is an innovate model in science education. This book is designed for peer leaders. Part I provides background, advice, and scenarios on areas such as learning theory, group dynamics, and conflict resolution. Part II is an extensive anthology of readings in related areas. This comprehensive, versatile book includes an extensive anthology of readings. Covers a wide range of topics including, race, class, and gender; students with disabilities; student-leader relationships; homophobia, biphobia, and heterosexism; and many more. Ideal for readers interested in Cooperative Learning.
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The Workshop Project is a collaboration of teachers, learning specialists and students that develops and implements a Peer-Led Team Learning model of teaching science. Students who have done well in the course are selected and trained for leadership roles. These peer leaders guide the work of teams of 6-8 students to solve carefully structured problems in weekly Workshop sessions.HERE IS WHAT OUR STUDENTS HAVE TO SAY:
"I used to work alone — now I study in teams in all of my science classes."
"Workshop provides the structure and encouragement for students to do the right thing."
"Workshop is a tremendous help to understanding and applying the concepts — I give it two thumbs up."
"The model provides a safe environment for students to be on both ends of the information exchange."
"It seems enigmatic, but the group activity facilitates autonomy and individual accomplishment."
"When I take an exam now, I hear my Workshop colleagues asking 'How do you know? Are you sure? Can you explain?'
"I discovered that I enjoy helping people learn."Excerpt. © Reprinted by permission. All rights reserved.:
Preface to the Peer-Led Team Learning Series
The Workshop Chemistry Project was an exploration, development, and application of the concept of peer-led team learning in problem-solving Workshops in introductory chemistry courses. A pilot project was first supported by the National Science Foundation, Division of Undergraduate Education, in 1991. In 1995, the Workshop Chemistry Project was selected by NSF/DUE as one of five systemic initiatives to "change the way introductory chemistry is taught." In the period 19911998, the project grew from the initial explorations at the City College of New York to a national activity involving more than 50 faculty members at a diverse group of more than 30 colleges and universities. In 1998-1999, approximately 2500 students were guided in Workshop courses by 300 peer leaders per term. In Fall 1999, NSF chose the Workshop Project for a National Dissemination Grant to substantially broaden the chemistry participation and to extend the model to other SMET disciplines, including biology, physics and mathematics.
Peer-Led Team Learning: A Guidebook is the first of a series of five publications that report the work of the Project during the systemic initiative award (1995-1999). The purpose of these five books is to lower the energy barrier to new implementations of the model. The Guidebook is a comprehensive account that works back and forth from the conceptual and theoretical foundations of the model to reports of "best-practice" implementation and application. Three other books provide specific materials for use in Workshops in General Chemistry; Organic Chemistry; and General, Organic and Biochemistry. One book in the series, On Becoming a Peer Leader, provides materials for leader training.
The collaboration of students, faculty, and learning specialists is a central feature of the Workshop model. The project has been enriched by the talents and energy of many participants. Some of their names are found throughout these books; many others are not identified. In either case, we are most grateful to all those who have advanced the model by their keen insight and enthusiastic commitment.
We also acknowledge, with pleasure, the support of the National Science Foundation, NSF/DUE 9450627 and NSF/DUE 9455920. Our work on the second NSF award was skillfully guided by our National Visiting Committee, Michael Gaines, Chair; Joseph Casanova; Patricia Cuniff; David Evans; Eli Fromm; John Johnson; Bonnie Kaiser; Clark Landis; Kathleen Parson; Arlene Russell; Frank Sutman; Jeffrey Steinfeld; and Ronald Thornton; we value their advice and encouragement. The text of the Guidebook was repeatedly processed by Arlene Bristol, with exceptional skill and remarkable patience. Finally, we appreciate the vision and commitment of John Challice and Prentice Hall to make this work readily available to a large audience.
Books are written for you, the readers. We welcome your comments and insights. Please contact us at the indicated e-mail addresses.
David K. Gosser (gosser@ scisun.sci.ccny.cuny)
Mark S. Cracolice (email@example.com)
J. A. Kampmeier (firstname.lastname@example.org)
Vicki Roth (email@example.com)
Victor S. Strozak (firstname.lastname@example.org)
Pratibha Varma-Nelson (email@example.com)
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