Example of Peer Learning Session Plan

Hey Academic Mentors,

You made it through a third of the semester! We hope everything is going really well. Sometimes it's hard to find inspiration in the middle of the semester. Below is an example of a Peer Learning session plan for Chemistry 343. Though designed for a group session, it was actually implemented with only two students. Potential takeaways from this example session plan include the "letter to self", the writing down worries activity (could be really helpful with midterms coming up), and the "grab bag" matching game.

Hopefully this plan can help you think about ways to implement strategy cards, icebreakers, games, and knowledge into a great session. Please leave a comment about what you found most helpful, and suggestions for how you will use some of these ideas in your session!

~CAE Academic Mentoring

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Chemistry 343 Peer Learning Plan

Session 1 – January 28, 2015

Opening:

1.      Welcome

·        Introduction of myself and my background in Chem 343 (professor, when I took it, etc.)

·        Introductions to the whole group: Name, major, future plans and goals, and fun fact

·        Fun fact: Where is the coolest place you have traveled, and where is one place that you would like to travel?

·        Icebreaker: Talk to your partner and find 5 things you have in common. Together, use the things that you have in common to determine what kind of shop/store/business you would open (ie: both love coffee and staying up late? Open a 24 hour coffee shop)

2.      Intro of Peer Learning and Session Plans

·        Ground Rules - have everyone brainstorm and compile a list of rules and expectations for students and me. Take a picture of the list and type up after, and send out with an email reminding them of the importance of these expectations.

·        Distribute “Welcome to Peer Learning” sheet and ask for any questions

·        Talk about the attendance policy – show sign-in sheet and set up “buddy system” for absences. Have buddies exchange phone numbers and email addresses.

·        Discuss snacks

3.      Letter to self

·        Have students outline their goals for the course (not only a letter grade) and what they feel they can gain from this course. They can also outline other goals if they feel inclined (emotional, social, etc.). They can include how they plan to achieve these goals throughout the semester (a certain amount of time per day, etc.). They can either seal these in envelopes and will be given back at midterms, or they can post them by their desk at home or in their planners to serve as constant reminders.

Core:

4.      Organic Chemistry 343: Not scary!

·        Discuss how Chem 343 is typically seen as a “weed out” class, but it doesn’t need to be

·        Ask students if they have worries about the course, lecture or discussion schedule, materials, or other worries that are bugging them so far

·        Activity: Write any worries, anxieties, or negative things they’ve heard about 343 on provided pieces of paper. Put them in a bag. Have students pick a few and read them aloud. Discuss and then tear up these pieces of paper. Get the negativity out, and focus on the positive!

·        Important to emphasize that I was very nervous going in but worked hard, went to office hours, and practiced every day and got through it - very attainable if you stay on top of it

5.      O-chem Study Schedule

·        Ask students how they typically study, and if it seems to work out well for them

·        Brainstorm a “study schedule” for the Peer Learning group to follow (ie 20 minutes per morning reviewing 343, attend professor review sessions, extra Peer Learning session 7 days before exam). Have students write proposed schedule on whiteboard.

·        Go over important dates (quizzes, exams) and encourage use of planner or google calendar. Ask if they would like me to create a Google calendar with important dates and invite them to sync on their computers/phones

·        Encourage a commitment to a study schedule now, and if it needs to change we can be flexible!

6.      Counting Carbons

·        Activity: Provide 1 molecule per student for them to figure out the number of equivalent carbons and hydrogens

·        Once they have given it their best, have them switch with a partner and discuss

·        Each group of partners can explain how they figured out equivalent numbers to the group and draw it up on the board

7.  Grab Bag Matching

·        Prepare ~20 names of molecules (and their corresponding drawn-out molecules) on pieces of paper or post-its. Have students work together to match the molecule drawing and the name of the molecule together on the board. Ask if there are any questions about naming molecules or how to draw the structures.

7.      Other content questions

·        Discuss any topics that have come up in lecture so far that they don’t feel solid about yet. Will incorporate these questions and things we went over today into a quiz for next session!

Closing:

·         Have each student go around the table and say one thing that they are excited about for the semester of 343 and Peer Learning, and one thing they learned today that they didn’t know.

·         Ask for any topics or questions that they would like to discuss next session

·         Remind them that they can email or text me day or night and I can add or remove things to the session plan, or answer any content questions instead of waiting until Wednesday

·         Ask for any last questions/concerns

·         Fill out evaluations for the first session!