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Student facilitators led seminars with a balance of accountability and autonomy, and participants provided anonymous mid-course reflections. 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Mc Glynn-Stewart\u003Cbr>George Brown College of Applied Arts and Technology, [mestewart@primus.ca](mestewart@primus.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons |  |\n\nRecommended Citation  \nMcGlynn-Stewart, Monica E. (2015) \"Undergraduate Students' Perspectives on the Value of Peer-Led Discussions,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 3, Article 9.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9)  \nUndergraduate Students' Perspectives on the Value of Peer-Led Discussions  \nAbstract  \nWith a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the students reflected anonymously on the experience of the seminars. They identified a variety of cognitive and social benefits of the seminars as well as key components that could be applied in a variety of post-secondary settings.  \nDans le but d’améliorer la qualité des discussions de classe portant sur les articles que les étudiants devaientlire, j’ai mis sur pied une nouvelle manière d’organiser les séminaires de groupe dans un cours de premier cycled’éducation de la petite enfance. Les séminaires étaient dirigés par des étudiants qui jouaient le rôle de facilitateurs et qui devaient concilier la responsabilité et l’autonomie. Vers le milieu du cours, les étudiants onttémoigné anonymement sur l’expérience des séminaires. Ils ont identifié une variété d’avantages cognitifs et sociaux que les séminaires leur avaient apportés ainsi que des composantes clés qui pourraient être appliquées dans toute une variété de milieux post-secondaires.  \nKeywords  \ncollaborative learning, student facilitation, undergraduate education  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9)  \nMcGlynn-Stewart: Undergraduate Students' Perspectives on the Value of Peer-Led Dis  \nI teach an undergraduate curriculum course that is required for students pursuing a Bachelor of Early Childhood Education degree. I have taught 15 sections of this course over the last six years, and I have tried many learning strategies to increase student engagement with, and understanding of, the concepts in the course. The weekly three-hour classes consist of discussion of assigned readings, a short lecture on the day’s topic, demonstrations of teaching strategies and resources, small group work, and student presentations. One aspect of the course that I have been particularly interested in improving is the discussion of assigned readings.  \nDuring the first few years of teaching this course, when I tried to have a whole group discussion on an article or book chapter, only a few students would participate. This could have been because they were shy to speak in a large group (i.e., 30-55 students), or that they had not read or understood the article. I tried to address the first possibility by dividing the students into small discussion groups. However, again, only a few in the small groups discussed the article, and some groups do not discuss it at all. When I asked for feedback on the small group discussions, some students said that they were frustrating becaus","cbCaiswBgjxfSg9X","https://ap.wps.com/l/cbCaiswBgjxfSg9X","pdf",232277,12,"English","# Abstract\n# Objectives/Purpose\n# Seminar Design\n## Student-led facilitation and preparation\n## Student reflection and whole-class discussion","[{\"question\":\"What teaching change was implemented to improve discussions?\",\"answer\":\"The author organized small-group seminars led by student facilitators instead of relying on whole-group discussion of assigned readings.\"},{\"question\":\"How did students participate in the seminars?\",\"answer\":\"Each student facilitated a discussion with a small peer group on an assigned article, while non-facilitators prepared three discussion points and later wrote a short in-class reflection.\"},{\"question\":\"What kinds of benefits did students report mid-way through the course?\",\"answer\":\"Students identified cognitive and social benefits from the seminar experience and pointed to components they believed could work in other post-secondary settings.\"}]","Undergraduate Students' Perspectives on the Value of Peer-Led Discussions - Article 9 | PDF",1792081453]