There are two types of people in this world: those who participate in Peer Led Team Learning (PLTL), and those who do not. Okay, so this may be an over-used and exaggerated cliché, but in light of the nature of this post, it’s true. And you must be personally forewarned, it is somewhat difficult to speak, or in this case, write about PLTL with an outlook and attitude that is completely unbiased. So, let us look through the windows and take a walk through the doors of opportunity that PLTL has to offer.

For the first time student:

You have enrolled into “XYZ 101” (a science course) this semester. Whether this will be the one and only or the first of many science classes, I guarantee that you will trek uncharted territory and develop questions along the way. In reality, what is science without questions? Unfortunately, in some instances, not all inquiries that you may have will be adequately addressed during lecture. As a supplement to the classroom, PLTL creates a seamless transition from the setting of 200 students to a room of 8-12 students. One of the many benefits of PLTL is the collaboration with other students and the guided learning that takes place in a small-group setting. If you choose to engage and take charge of your education, the limits of PLTL will extend far beyond the classroom. You will begin to develop interpersonal skills, come across networking opportunities, and practice critical thinking. Whichever career you choose to pursue, these are undoubtedly abilities and traits that will assist you along the way and ultimately lead you to success. There are many former PLTL peer leaders who can attest to this fact, as they have been accepted into programs of higher education, such as graduate school or professional school. So, as new PLTL students, what are some of the expectations you have towards PLTL? How do you think PLTL will enhance your overall learning experience?

For the first time leader:

Without a doubt, becoming a PLTL leader was one of the most pivotal opportunities that arose in my educational career. A former student that participated in one of my group discussions for PLTL said the following, “It’s for kids, by kids…meaning that we lead and guide our peers in the material that they need to learn. In turn: we, as leaders, practice. They, as students, pass. And the cycle starts again.” Students, leaders, teachers, professors, understand that PLTL is beneficial not only for the students participating, but also for the peer leaders. Repeating is reinforcing, acts that eventually lead to a deeper understanding and knowledge rather than sole reiteration. So, as peer leaders, how do we create and facilitate these types of environments? If students make connections to material during lecture, how would you be able to strengthen these connections outside of lecture without actually “teaching?” Below, I will address some of the techniques that I have found to be helpful when trying to stimulate an effective PLTL discussion.

We know that the workshops are designed for the students to become active in their own learning, in which they will need to execute collaborative skills and teamwork with their fellow classmates. However, do not forget your role as the peer leader, which is essential to the model and backbone of PLTL. Remember that you were once a student in the very same position. You are not there to instruct or to teach (phew). Conversely, you can be a guide to the students outside of their lecture, and help them strengthen the connections they made during lecture. “What does that even mean, how would I do that?” you ask? Remember: recall, repeat, reinforce. One of the approaches that I have found useful when leading sessions of my own is the Socratic method. Now, understand that I do not consider myself a master of the Socratic method, but as a general rule practice only makes one better, right? I have found that this approach is efficient because, by default, this means that the students are required to listen to one another and will therefore be actively engaged in the discussion. It is also helpful to remember that student workshop discussions are meant to be open-ended. They should encourage an open mind and stray from a deliberate structure and rigidity. If not, there would be less room for the students to input meaning into their own learning. Think of it this way: little kids would much rather play with soft Play-Doh that is easy to mold, rather than hard and dry Play-Doh.

As leaders, we are provided with a set of different questions for each workshop, lets say 12-15 questions depending on the duration of the session. But, this certainly does not mean that these will be the only questions challenged for discussion. They are merely the frame and foundation of the workshop. From each question, one more can be derived. Think of the allusion of a tree that forms branches from branches, which eventually stem into the flower. Your role is to ask leading questions that steer the students in the right direction. Ask questions that promote conversation amongst the students. I like to remember that the discussions are for the students and are meant to be open, within reason of course. It can be difficult for a leader who expects a single, concrete, black-and-white answer for a question. By doing so, discussion may be limited by failing to observe alternative viewpoints from the students. Quite often, these differences are the spark of discussion. When students ask you questions or when they need to be re-redirected to the right path, use the Socratic method to your advantage. Ask probing, open-ended questions and make connections to other questions within the workshop. It may seem cumbersome and awkward at first, answering questions with questions, but over time you will see that it can be effective and useful in the PLTL setting. Now, what questions do you have?

Rachel Parrott

Biological Sciences

Florida International University

Miami, Florida, USA