Project Coordinator: Paul Roberts (DHT)
This project involves a special school for secondary children (Fox Hollies) with severe learning difficulty co-located on the site of a mainstream secondary school (Queensbridge). Some cross-school peer assisted learning occurred before co-location. This is expected to expand greatly in the future.
A joint in-service training day was held with the theme: "Everyone has something to give".
The aims were:
The programme included:
A presentation on Peer Assisted Learning: definitions, types, advantages, disadvantages, generic principles, methods for specific core curriculum areas.
Discussion in groups of six, each including staff from both schools. The task: a joint Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of potential for PAL in your own context. This was followed by a plenary and collation.
Brief presentations of examples of existing practice followed:
This was followed by four parallel workshops, to develop onward planning in each area:
A concluding plenary shared workshop summaries and conclusions.
QB\FH - QB Level 3 readers (70% EAL) as tutors for Paired Symbol/Text Reading with FH tutees, using symbol + text books from FH. QB more capable with text, FH more capable with symbols. Both engage in discussion.
QB\FH - QB pupils capable with IT to create larger stock of symbol\text books for FH (FH has software) from commercial titles. Could lead to creation of individual language experience books for particular FH pupils. QB pupil publishers could participate in celebratory large group readings of their works.
QB/FH - Peer "Bag Books" - highly structured demountable multi-sensory books available in FH, almost scripted - usable by QB tutors in 1-1 or small group situation with FH pupils.
QB - Level 3 readers (70% EAL) weaker in writing, doing NLS Progress Units (which involve class withdrawal, paired work but 20 minute slots) - ? full Paired Writing, in English lessons?
FH - Peer Assisted Language and Speech (PALS) (Paired Signing and Cued Articulation) - within class peer tutoring - capable signers tutor less capable in signs/symbols. Sessions scheduled within Speech & Language Therapy slots. Two pairs initially.
"Circle of Friends" to be adopted with more introverted and socially isolated pupils. Social skills training for this group to lead into structured mutual monitoring and support in the playground and other social times. Possibly focus on a specific desirable behaviour each week.
QB - Work Experience in local primary schools, 2 week slot, already occurring ? structure as peer assisted learning.
FH - Within-school work experience could be structured to include peer tutoring - current incumbent for particular task to have "apprentice" to tutor. In turn the apprentice would become the incumbent and eventually a tutor.
FH - Transition within departments in FH to be supported by appointment and deployment of peer mentors from receiving department.
Agreed that peer assisted learning could be a component of pupil preparation for future needs assessments, with probable benefits in terms of insight for the peer helper.
In addition to obvious within-school and between-school opportunities, travelling, residential events, Duke of Edinburgh expeditions, etc. provided valuable opportunities for peer assisted learning (especially where joint QB\FH) - staff to be alert and capitalise on these.
Video was highly recommended as a means for:
Personal development could be recorded using the P scales.
Agreed that it was important to create opportunities for peer assisted learning among the staff also.
Agreed that there were generic peer learning skills which could be applied in many different contexts and curriculum areas. Sharper awareness of these among staff could help them to structure activities with more focused teaching objectives. See link in "Where Does Paired Learning Fit in Inclusive Practice" above.
Review, support and onward planning day scheduled for September.