There was one student in my workshop who jumped ahead and answered every question I asked. I thought it wasn’t fair to the other students in workshop. Discouraging him was also not fair. I divided the workshop into small groups (“effective group”) and compared their average quiz grades to the whole group’s performance. The workshop model touches on the ideal environment that includes more than just one type of learner. I used David Kolb’s Learning Styles (“Experiential Learning Theory”) as the basis of my poster.

Tip: Keep an eye out for unconventional learners in workshop. Personality is very closely related to Kolb’s theory, and his quadrants may be analogous to brain mapping and patterns.
 

Je Hi An
Topic: How can everybody learn effectively in a workshop setting? Is it possible to satisfy every learning type in the workshop? 

Some topics were understood better by certain students who had the same learning styles as me. Numerical data was easier to understand, and visual learners had an advantage. It is important to encourage numerical problem-solving and keep in mind all types of learners. Look at Richard Felder’s Learning Styles discussion (North Carolina State University, Engineering)

Tip: Not everybody will solve problems the same way as a leader. 

Marwa Choudhury
Topic: How can a Peer Leader help students in a group whose learning styles are in different Kolb’s Quadrants?

Charlie Corredor
Topic: How can the Peer Leader keep students engaged? Motivation: The number one tool of learning 

Because I used motivation all the time in my workshop, and I developed a timed format (because workshop starts at 8 PM and everyone is tired) to make sure that everyone is engaged and learning.

Tip: Figure out a format that mixes group and individual work.

Ralph Eddy Daniel
Topic: How does the Pair Problem-Solving technique support Vygotsky’s theory in the workshop?

I chose this topic because I was touched by the relationship between Pair Problem-Solving and Vygotsky’s theory. Pair problem-solving involves a listener and a problem-solver. The listener must be a guide, must be patient. Vygotsky’s theory tied in to the PLTL Workshop model because social interaction is important in learning chemistry.

Tip: The social interaction in workshop is important, and workshop leaders have to maintain a working environment.

Sabera Islam
Topic: How can workshop leaders motivate peer students to do well in the course? 

Motivation is the important thing that can help students do well in class. 

Jermaine Lawson
Topic: Is the effectiveness of the workshop leader to motivate proportional to the student’s motivation to perform?

When I was doing Chemistry 103 I used to sit and observe the two workshop leaders in the room. One workshop leader was more engaged and more motivated and so his group did better in Chemistry. The use of extra credit as a reward (extrinsic motivation) was helpful. I set goals so the students know what to expect (intrinsic motivation). Based on the Self Evaluation Theory (Huitt) I analyzed the characteristics which the students lack.

Using Huitt’s theory, one can make a very good estimation as to how motivated each individual is doing in Chemistry.

Tip: Use Huitt’s formula to assess the motivation of each student: Motivation = (expectancy) (instrumentality) (value)

Yaakov Liss
Topic: Why do students who know the material still fail the test? Problems with Word Problems

I noticed that students were having trouble with questions, even though they knew all the chemistry necessary to answer the questions. I told students to use the four stages of Polya’s Problem-Solving method when solving problems in workshop. I think this theory fits in nicely as another method for students to teach themselves chemistry (as opposed to being told by the workshop leader).

Tip: The theory is helpful, but students must know a lot in addition to the theory, so it is a supplement, not an end in itself. More information can be found about George Polya and “How to Solve It” at http://jwilson.coe.uga.edu/emt725/PSsyn/PSsyn.html.

Nadezhda Rafailova
Topic: Work group or group work?

Afshan Tahir
Topic: How is the environment created in a Workshop beneficial to the students?

I chose this topic because I was just amazed by the benefits of a workshop and why not all science subjects have workshops. It was easier for students to learn because of the challenging problems solved under the Zone of Proximal Development (for individual students). Depending on the individual ZPD, students asked questions and interacted. I based my poster on Lev Vygotsky’s theories, especially the Zone of Proximal Development. A quick overview can be found in an article by Mark Cracolice in the PLTL newsletter, Progressions.

Tips: Be friendly and giving, but still challenging and limited. Ask for students’ confirmation of understanding repeatedly. 

Amanda Yassin
Topic: The important nonverbal communication signs we should know to be an effective workshop leader: Why should workshop leaders be aware of nonverbal communication? 

As a child I was shy and always conformed to others (saying I agreed or understood the topic when I didn’t). Also I found many of my students would do the same. However, when I paid attention to their nonverbal communication, they opened up. As a workshop leader and student you always make attributions to understand an individual’s behavior. Fritz Heider’s Attribution Theory can be beneficial because we want our students to feel we care, we have patience, and we are approachable.

Tip: Always be aware of nonverbal communication. Don’t take “yes” as an answer, watch for nonverbal communication for any misunderstanding students may have.

Norman Yip
Topic: How can the leader create a workshop that balances the various learning methods so students can succeed?

I chose this topic because of the students in my workshop. Sometimes I used all the different styles to help the group learn. I used one style, doing or process method, in the beginning, but that did not help the students. Therefore I had to change my methods.

Tip: When doing the workshop only one style should not be used. Many students will be confused. Expanding both the theory and the process of working the problems help.

Go to Felder’s website to find out more: www.ncsu.edu/felder-public/papers/LS-1988.pdf.

Ikue Yokomizo
Topic: Does the Peer Leader’s language skill affect workshop?

English is my second language and the first thing that I worried about at the beginning of the workshop was whether my students would understand me. Also, I have never seen a good leader with poor language skills. From the reading source and experience from the workshop, I found that oral communication skills are an integral part for a group to be organized yet pronunciation like a native speaker is not necessary.  Pronunciation is a kind of talent so that teaching and learning pronunciation are not easy.

Tips:  Do not hesitate leading a group even if you have problems with English. As long as you speak with effort, listen carefully, and look confident, students will follow you. Students notice a lack of effort from the Workshop Leader more than a lack of ability.

XiaoFeng Zheng
Topic: What makes a good workshop leader? An examination of leadership qualities

I chose this topic because the role of a workshop leader is very unclear for the students in the workshop. I used the Path-Goal theory of leadership: a good leader must have some qualities of leadership. A leader should create a trusting environment in the workshop.

Tip: Be creative; be supportive. The PLTL workshop model didn’t clearly define the leadership role for me, and it could improve the workshop by showing a future leader the qualities necessary to be a leader.

Heather D’Adamo, City College of New York
Research Question: How Do Peer-Led Workshops Explore the Nature of Questions?

Hye Jin Eum, City College of New York
Research Question: How can motivation theory affect both students and a leader in a Chemistry workshop?*

Imogen Jones, New York City College of Technology
Research Question: How can my motivation or lack of motivation affect students?*

Charlotta McNaughton, Bronx Community College
Research Question: What motivational strategies can Peer Leaders use to increase student satisfaction, performance and retention?*

Mary Nkamany, City College of New York
Research Question: Learning Channels & Studying Tactics: How can students determine which learning channel is best for them to develop great studying strategies?

Sandra Pirela & Keisha Ford, City College of New York
Research Question: How can a hostile student affect the workshop experience?

Nicole Riley, Bronx Community College
Research Question: What are the positive effects of having two leaders and two groups per workshop?

Ritu Sharma, City College of New York
Research Question: How can an understanding of learning styles by the workshop leader help students to learn more?*

Jody-Kaye Thomas, City College of New York
Research Question: How Do the Students Benefit from the Listening/ Observer Technique?  (Team Based Learning) in the Workshop?*

John Wilson, City College of New York**
Research Question: Why is Motivation an important learning mechanism, and what variables must be considered?*

I analyzed Vygotsky’s theory of the Zone of Proximal Development (ZPD) and the concept of Emotional Bonding.  I chose this topic because I noticed the different types (personalities) of students in my workshop. Because workshop leaders are students, their ZPD’s are closer to workshop students’ ZPD’s.  I would advise that leaders use the “round robin” technique to ensure that all group members are involved which will lead to emotional bonding of group members.
 

I have found flow charts useful especially in calculation related problems.  It is for this reason that I focused on solving complex problems with the use of flowcharts in my final project.  I applied this concept in my workshop from time to time when needed, especially in stoichiometry (Chemistry 103).  I noted that this method promotes learning and makes concepts visible.  It is also a tool that students can use to ensure that they have answered all parts of a problem.
 

Connectionism (also known as the parallel distributed processing approach) and recent neurological research show that there are hidden benefits to workshop.  I’ve always been fascinated with patterns and connections.  This project gave me the opportunity to explore the connections in the human mind and how human beings organize information.  My project explored how the model could be used to optimize the memory formation and retrieval process.  Certain exercises enable leaders to present the same piece of information in many ways thereby creating new connections and associations to the material which in turn strengthens a student’s memory.
 

I wanted to know what was more effective – pair learning or group learning.  I like to study alone so I was curious to know how students prefer to study.  I conducted an experiment within my workshop in two different sessions.  In one session, the students were paired and given the problems to work out.  In the next session, they were put into groups of 4 – 6 students and given another problem set.  The scores for the two weeks were compared and I noticed that the group learning is more effective than pair learning because the scores were higher then.  My advice to my fellow leaders is to stress group work because there is a greater chance that ideas will flow.
 

I use analogies for learning all the time and so it seemed fitting that I research Analogy Based Learning, Case Based Learning and Problem Based Learning.  I wanted others to benefit from this style of learning.  By showing how it could be used for a Physics workshop, I was trying to push for PLTL in Physics (This was actually piloted in Physics 203 & 207 this semester).  Using analogies gave many basic physical chemistry concepts credibility.  Drawing parallels can better enable students to appreciate science. 
 

I studied Deci and Ryan’s self determination theory which deals with motivation.  I was driven to help students to become motivated to learn Chemistry.  I distributed surveys with two passages, where one was  more descriptive than others.  Students had more questions about the more detailed ones.  Providing more information led to the students being more motivated to learn more about the topic.  My advice to fellow leaders is to go over the “looking deeper” sections of each chapter.  This will give students the opportunity to learn how what they are doing is applied in real life and so this could serve as a source of motivation.      
     

I analyzed the Learning Styles theory, concentrating on concrete versus abstract learners.  When I was leading a workshop on the structure of complex ions (Chemistry 104), I noticed that some students can visualize rotation about an axis whereas others need to build a model to see the rotation.  From my observations, I would advise leaders to understand how students learn (based on the different learning styles) and help them achieve better results.  My tips for leaders include trying to capture the interest of concrete learners while enriching the learning experience of abstract learners; allow students to go to the board and explain their answers; respond to questions in a way that shows appreciation for the question – never make a student feel like their question is stupid.
 

I analyzed the theory of Don Rechethe on graphic organizers.  Graphic organizers help students to understand concepts as well as help to solve problems.  These have always been helpful to me.  I got a favorable response from most of my students who used graphic organizers.  I would encourage students to figure out key words and ideas from the information given.  These concepts could then be used to make a connection or flowchart of the information.
 

I studied Vygotsky’s Scaffolding and Motivation theory and its role in memory formation.  I was interested in finding out what learning theory had to do with memory formation.  I concluded that workshops need to be timed so that the material covered in lecture has a chance to be consolidated in memory overnight before being reinforced in the workshops.  Motivation is essential in determining whether the material will be stored in long term memory.  Leaders should try their best to motivate their group members.
 

The theory that I analyzed is the benefit of the five minute paper by looking over the idea of the one minute paper.  I chose this topic because I wanted to see if I could improve the workshop by adding a new component – the five minute paper.  The five minute paper can help leaders identify how effective they are in conveying the intended information and also helps students identify the loop holes in their understanding of the concepts.
 

For my final project I focused on building emotional bonds.  I realized that bonding with the students motivated them to learn because our relationship provided a comfortable learning environment.  In my workshops I always greet the students by name, maintain good communications, praise efforts, talk about goals, indicate that each student has an equal opportunity to be heard and help them relax by talking to them about other things.  It was also very important that I as the workshop leader came to the sessions prepared.
 

My poster focused on Vygotsky’s Zone of Proximal Development theory and concept of Scaffolding.  I believe that this is the heart of the PLTL model – students helping students to learn.  I sit among the students in my group and that helped in building a trust relationship among us.  I noticed their learning styles and I was better able to help them to understand the material.  From my research, I believe that peer leaders should give more of the responsibility in explaining problems and answers to the students in the group.  This will promote the questioning of answers and double loop learning.  Leaders should try to be good listeners and friends because if you show that you care, the students will also care.
 

I am an abstract conceptualizer and so I was researched Kolb’s theory of Abstract Conceptualizers.  I wanted to find out how abstract conceptualizers contributed to the workshop.  I distributed 30 Kolb inventories to workshop students so that I can determine their learning styles.  The workshop model provides an environment that promotes presentation of information in may forms.  My advice to fellow leaders is to not impose a specific approach on the student but let them identify and use their own.  A person’s learning style is the most favorable approach he/she can use to solve a problem. 
 

I found Vygotsky’s theory of the Zone of Proximal Development most useful.  Knowing who is capable of doing certain problems helped in leading my workshop.  I noticed in my workshop that students who were willing to ask questions and want to know “why” were more likely to be able to solve problems on their own versus students who could memorize formulas.  It took me a while to determine which category students fell under.  Remember that appearance is not everything and you should give all students the opportunity to ask questions and feel comfortable doing so.
 

This topic was important to me because I wanted to emphasize that knowledge is more important than just knowing how to do something.  I promoted the sharing of knowledge by dividing my group into smaller groups to solve problems.  I encouraged them to ask questions of each other and stressed that a group member be the one to offer a possible answer to the question.  I would advise fellow leaders to be moderately strict so as not to lose control of the group and to always uphold continuous two-way communication.
 

I chose this topic because I faced the problem of getting the attention of the students.  I researched the Bottleneck Theory and Anne Treisman’s theory of Feature Integration.  In presenting information to the group I noted that component parts of information should be isolated and understood individually.  In order to have focused attention, eliminate distraction and integrate features that are helpful to understanding the material.  Visual aids and diagrams on the board are good ways to supplement the information.  The ideal workshop setting would be a quiet room with a board for students to solve problems together.