Professional Action Learning
Encyclopedia
Professional Action Learning (PAL) is a learning methodology used at Fremont College
Fremont College
Fremont College is a for profit, degree-granting college based in Los Angeles and Cerritos, California. It offers professional degree programs in the fields of Business, Legal Studies, Design, and Wellness. The College’s intensive baccalaureate degree programs span approximately 2.5 years and its...

. PAL was developed over the course of Dr. Sabrina Kay
Sabrina Kay
Dr. Sabrina Kay is an entrepreneur who has been involved in education, fashion, leadership and business. Featured in the LA Times and Fortune Magazine, among other publications, she is also involved with various charitable causes.-Background:...

’s Master’s Degree and doctoral research at the University of Pennsylvania’s School of Education and the Wharton School of the University of Pennsylvania
Wharton School of the University of Pennsylvania
The Wharton School is the business school of the University of Pennsylvania, an Ivy League university in Philadelphia, Pennsylvania. Wharton was the world’s first collegiate business school and the first business school in the United States...

. PAL is designed to make use of the operating concepts behind the Herrmann Brain Dominance Instrument
Herrmann Brain Dominance Instrument
The Herrmann Brain Dominance Instrument is a system claimed to measure and describe thinking preferences in people, developed by William "Ned" Herrmann while leading management education at General Electric's Crotonville facility...

 (HBDI) and action learning
Action learning
Action learning is an educational process whereby the participant studies their own actions and experience in order to improve performance. Learners acquire knowledge through actual actions and repetitions, rather than through traditional instruction....

methods to determine students’ learning strengths and actively engage students in the learning process.

Steps involved in PAL

As practiced in the classroom, PAL involves a six-step process:

1) Content delivery via lectures, textbooks, anecdotes, and current events.

2) Questioning dialogue based on class content.

3) Group discussion: students collaborate in small groups on topics and projects.

4) Teachback, in which students take different roles and present group project results.

5) Final reflective summary: students complete journals, exams, and papers.

6) Students’ work becomes a part of the school’s learning archive and becomes future content.
The source of this article is wikipedia, the free encyclopedia.  The text of this article is licensed under the GFDL.
 
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