Transcript Document 7278505

Examining Best Practices in Cooperative
and Problem-Based Learning
Karl A. Smith
Engineering Education – Purdue University
Civil Engineering - University of Minnesota
[email protected]
http://www.ce.umn.edu/~smith
14th Annual Science, Technology,
Engineering, and Mathematics Education
Scholars (STEMES) Program
May 20, 2010
Session Objectives
• Participants will be able to :
– Describe Key Features of Cooperative learning
– Explain rationale for Cooperative Learning
– Summarize approaches to cooperative learning
• Formal and Informal Cooperative Learning
– Integrate Cooperative learning with key features of the
Backward Design process – Content (outcomes) –
Assessment - Pedagogy
– Identify connections between cooperative learning and
desired outcomes of courses and programs
• Participants will begin applying key elements to the
design on a course, class session or learning module
2
Background Knowledge Survey
• Familiarity with
– Cooperative Learning Strategies
– Informal – turn-to-your-neighbor
– Formal – cooperative problem-based learning
– Approaches to Course Design
• Wiggins & McTighe – Understanding by Design (Backward Design)
• Fink – Creating Significant Learning Experiences
• Felder & Brent – Effective Course Design
– Research
• Student engagement – NSSE
• Cooperative learning
• How People Learn
• Responsibility
–
–
–
–
Individual course
Program
Accreditation
Other
“Throughout the whole enterprise,
the core issue, in my view, is the
mode of teaching and learning that
is practiced. Learning ‘about’ things
does not enable students to acquire
the abilities and understanding they
will need for the twenty-first century.
We need new pedagogies of
engagement that will turn out the
kinds of resourceful, engaged
workers and citizens that America
now requires.”
Russ Edgerton (reflecting on
higher education projects funded by
the Pew Memorial Trust)
4
Student Engagement Research Evidence
• Perhaps the strongest conclusion that can be
made is the least surprising. Simply put, the
greater the student’s involvement or engagement
in academic work or in the academic experience
of college, the greater his or her level of
knowledge acquisition and general cognitive
development …(Pascarella and Terenzini, 2005).
• Active and collaborative instruction coupled with
various means to encourage student engagement
invariably lead to better student learning
outcomes irrespective of academic discipline
(Kuh et al., 2005, 2007).
See Smith, et.al, 2005 and Fairweather, 2008, Linking Evidence and Promising
Practices in Science, Technology, Engineering, and Mathematics (STEM)
5
Undergraduate Education - http://www7.nationalacademies.org/bose/Fairweather_CommissionedPaper.pdf
MIT & Harvard – Engaged Pedagogy
January 13, 2009—New York Times
http://www.nytimes.com/2009/01/13/us/13physics.html?em
January 2, 2009—Science, Vol. 323
www.sciencemag.org
Calls for evidence-based teaching practices
http://web.mit.edu/edtech/casestudies/teal.html#video
http://www.ncsu.edu/PER/scaleup.html
Lila M. Smith
Pedago-pathologies
Amnesia
Fantasia
Inertia
Lee Shulman – MSU Med School – PBL Approach (late 60s
– early 70s), President Emeritus of the Carnegie Foundation
for the Advancement of College Teaching
Shulman, Lee S. 1999. Taking learning seriously.
Change, 31 (4), 11-17.
What do we do about these
pathologies?
• Activity – Engage learners in
meaningful and purposeful activities
• Reflection – Provide opportunities
• Collaboration – Design interaction
• Passion – Connect with things learners
care about
Shulman, Lee S. 1999. Taking learning seriously.
Change, 31 (4), 11-17.
11
Lila M. Smith
Pedagogies of Engagement
13
The American College Teacher:
National Norms for 2007-2008
Methods Used
in “All” or “Most”
Cooperative
Learning
Group Projects
All –
2005
48
All –
2008
59
Assistant 2008
66
33
36
61
Grading on a
curve
Term/research
papers
19
17
14
35
44
47
14
http://www.heri.ucla.edu/index.php
Reflection and Dialogue
• Individually reflect on Cooperative Learning
Experiences, especially successes. Write for
about 1 minute
– Context? Subject, Year, School
– Structure/Procedure? What did you do/experience?
– Outcome? Evidence of Success
• Discuss with your neighbor for about 2 minutes
– Select Success Story, Comment, Question, etc. that
you would like to present to the whole group if you are
randomly selected
Active Learning: Cooperation in the
College Classroom
• Informal
Cooperative
Learning Groups
• Formal Cooperative
Learning Groups
• Cooperative Base
Groups
See Cooperative Learning
Handout (CL College-804.doc)
16
Shaping the Future: New Expectations for Undergraduate
Education in Science, Mathematics, Engineering and
Technology – National Science Foundation, 1996
Goal – All students have access to
supportive, excellent undergraduate
education in science, mathematics,
engineering, and technology, and all
students learn these subjects by direct
experience with the methods and
processes of inquiry.
Recommend that SME&T faculty: Believe and affirm
that every student can learn, and model good
practices that increase learning; starting with the
student’s experience, but have high expectations
within a supportive climate; and build inquiry, a sense
of wonder and the excitement of discovery, plus
communication and teamwork, critical thinking, and
17
life-long learning skills into learning experiences.
Resources
•
•
•
•
Smith, K. A., Douglas, T. C., & Cox, M. 2009.
Supportive teaching and learning strategies in STEM
education. In R. Baldwin, (Ed.). Improving the climate
for undergraduate teaching in STEM fields. New
Directions for Teaching and Learning, 117, 19-32.
San Francisco: Jossey-Bass.
Pellegrino – Rethinking and Redesigning Curriculum,
Instruction and Assessment
Bransford, Vye and Bateman – Creating High Quality
Learning Environments
Fairweather (2008) Linking Evidence and Promising
Practices in Science, Technology, Engineering, and
Mathematics (STEM) Undergraduate Education http://www7.nationalacademies.org/bose/Fairweather
_CommissionedPaper.pdf
Backward Design
Wiggins & McTighe
Stage 1. Identify Desired Results
Stage 2. Determine Acceptable Evidence
Stage 3. Plan Learning Experiences
and Instruction
Wiggins, Grant and McTighe, Jay. 1998. Understanding by Design. Alexandria, VA: ASCD
19
It could well be that faculty members
of the twenty-first century college or
university will find it necessary to set
aside their roles as teachers and
instead become designers of learning
experiences, processes, and
environments.
James Duderstadt, 1999 [Nuclear
Engineering Professor; Dean, Provost
and President of the University of
Michigan]
20
Active Learning: Cooperation in the
College Classroom
• Informal
Cooperative
Learning Groups
• Formal Cooperative
Learning Groups
• Cooperative Base
Groups
See Cooperative Learning
Handout (CL College-804.doc)
21
Cooperative Learning is instruction that involves people
working in teams to accomplish a common goal, under
conditions that involve both positive interdependence (all
members must cooperate to complete the task) and
individual and group accountability (each member is
accountable for the complete final outcome).
Key Concepts
•Positive Interdependence
•Individual and Group Accountability
•Face-to-Face Promotive Interaction
•Teamwork Skills
•Group Processing
23
http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf
Book Ends on a Class Session
24
Book Ends on a Class Session
1. Advance Organizer
2. Formulate-Share-Listen-Create (Turnto-your-neighbor) -- repeated every 1012 minutes
3. Session Summary (Minute Paper)
1. What was the most useful or meaningful thing you
learned during this session?
2. What question(s) remain uppermost in your mind as we
end this session?
3. What was the “muddiest” point in this session?
Advance Organizer
“The most important single factor
influencing learning is what the
learner already knows. Ascertain this
and teach him accordingly.”
David Ausubel - Educational psychology: A
cognitive approach, 1968.
26
Quick Thinks
•Reorder the steps
•Paraphrase the idea
•Correct the error
•Support a statement
•Select the response
Johnston, S. & Cooper,J. 1997. Quick thinks: Activethinking in lecture classes and televised instruction.
Cooperative learning and college teaching, 8(1), 2-7.
27
Formulate-Share-Listen-Create
Informal Cooperative Learning Group
Introductory Pair Discussion of a
FOCUS QUESTION
1. Formulate your response to the question
individually
2. Share your answer with a partner
3. Listen carefully to your partner's answer
4. Work together to Create a new answer
through discussion 28
Minute Paper
• What was the most useful or meaningful thing
you learned during this session?
• What question(s) remain uppermost in your
mind as we end this session?
• What was the “muddiest” point in this session?
• Give an example or application
• Explain in your own words . . .
Angelo, T.A. & Cross, K.P. 1993. Classroom assessment
techniques: A handbook for college teachers. San Francisco:
Jossey Bass.
29
Session Summary
(Minute Paper)
Reflect on the session:
1. Most interesting, valuable, useful thing you
learned.
2. Things that helped you learn.
3. Question, comments, suggestions.
4. Pace: Too slow 1 . . . . 5 Too fast
5. Relevance: Little 1 . . . 5 Lots
6. Instructional Format: Ugh 1 . . . 5 Ah
30
MOT 8221 – Spring 2010 – Session 1 (1/29/10)
30
25
1
20
2
15
3
4
10
5
5
0
Q4
Q5
Q6
Q4 – Pace: Too slow 1 . . . . 5 Too fast (3.0)
Q5 – Relevance: Little 1 . . . 5 Lots (3.9)
Q6 – Format: Ugh 1 . . . 5 Ah (4.1)
MOT 8221 – Spring 2009 – Session 1
25
20
1
15
2
3
10
4
5
5
0
Q4
Q5
Q6
Q4 – Pace: Too slow 1 . . . . 5 Too fast (3.3)
Q5 – Relevance: Little 1 . . . 5 Lots (4.2)
Q6 – Format: Ugh 1 . . . 5 Ah (4.4)
32
Informal CL (Book Ends on a Class Session) with Concept Tests
Physics
Peer Instruction
Eric Mazur - Harvard – http://galileo.harvard.edu
Peer Instruction – www.prenhall.com
Richard Hake – http://www.physics.indiana.edu/~hake/
Chemistry
Chemistry ConcepTests - UW Madison
www.chem.wisc.edu/~concept
Video: Making Lectures Interactive with ConcepTests
ModularChem Consortium – http://mc2.cchem.berkeley.edu/
STEMTEC
Video: How Change Happens: Breaking the “Teach as You Were Taught”
Cycle – Films for the Humanities & Sciences – www.films.com
Harvard
Thinking Together & From Questions to Concepts Interactive Teaching in Physics:
33
Derek Bok Center – www.fas.harvard.edu/~bok_cen/
The “Hake” Plot of FCI
35.00
SDI
30.00
X
ALS
UMn-CL+PS
WP
25.00
20.00
UMn Cooperative Groups
15.00
X
PI(HU)
UMn Traditional
ASU(nc)
10.00
WP*
ASU(c)
HU
5.00
0.00
20.00
30.00
40.00
50.00
34 (Percent)
Pretest
60.00
70.00
80.00
Richard Hake (Interactive engagement vs traditional methods)
http://www.physics.indiana.edu/~hake/
Traditional
(lecture)
Interactive
(active/cooperative)
<g> = Concept Inventory Gain/Total
36
Physics (Mechanics) Concepts:
The Force Concept Inventory (FCI)
• A 30 item multiple choice test to probe
student's understanding of basic concepts in
mechanics.
• The choice of topics is based on careful
thought about what the fundamental issues
and concepts are in Newtonian dynamics.
• Uses common speech rather than cueing
specific physics principles.
• The distractors (wrong answers) are
based on students' common inferences.
37
Informal Cooperative
Learning Groups
Can be used at any time
Can be short term and ad hoc
May be used to break up a long lecture
Provides an opportunity for students to process
material they have been listening to (Cognitive
Rehearsal)
Are especially effective in large lectures
Include "book ends" procedure
Are not as effective as Formal Cooperative Learning
or Cooperative Base Groups
Strategies for
Energizing Large
Classes: From Small
Groups to
Learning Communities:
Jean MacGregor,
James Cooper,
Karl Smith,
Pamela Robinson
New Directions for
Teaching and Learning,
No. 81, 2000.
Jossey- Bass
Active Learning: Cooperation in the
College Classroom
• Informal
Cooperative
Learning Groups
• Formal Cooperative
Learning Groups
• Cooperative Base
Groups
See Cooperative Learning
Handout (CL College-804.doc)
40
Formal Cooperative Learning
Task Groups
http://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf
42
Top Three Main Engineering Work Activities
Civil/Architectural
• Management – 45%
• Design – 39%
• Computer
applications – 20%
Engineering Total
• Design – 36%
• Computer
applications – 31%
• Management –
29%
Burton, L., Parker, L, & LeBold, W. 1998.
U.S. engineering career trends. ASEE
Prism, 7(9), 18-21.
43
Teamwork Skills
•Communication
• Listening and Persuading
•Decision Making
•Conflict Management
•Leadership
•Trust and Loyalty
44
Design Thinking
Discipline Thinking
Ideo's five-point model for
strategizing by design:
Hit the Streets
Recruit T-Shaped People
Build to Think
The Prototype Tells a
Story
Design Is Never Done
Tom Friedman
Horizontalize
Ourselves
CQ+PQ>IQ
45
AAC&U College Learning
For the New Global Century
46
http://www.stanford.edu/group/dschool/big_picture/our_vision.html
Design team failure is usually due to
failed team dynamics
(Leifer, Koseff & Lenshow, 1995).
It’s the soft stuff that’s hard, the hard
stuff is easy
(Doug Wilde, quoted in Leifer, 1997)
Professional Skills
(Shuman, L., Besterfield-Sacre, M., and McGourty, J., “The
ABET Professional Skills-Can They Be Taught? Can They Be Assessed?”
Journal of Engineering Education, Vo. 94, No. 1, 2005, pp. 41–55.)
Teamwork
PERFORMANCE LEVEL
High-performing
Cooperative Group
Cooperative
Group
Individual
Members
Traditional
Group
Pseudo-group
48
TYPE OF GROUP
Characteristics of Effective Teams
•?
•?
49
A team is a small number of people with complementary
skills who are committed to a common purpose, performance
goals, and approach for which they hold themselves mutually
accountable
• SMALL NUMBER
• COMPLEMENTARY SKILLS
• COMMON PURPOSE & PERFORMANCE GOALS
• COMMON APPROACH
• MUTUAL ACCOUNTABILITY
--Katzenbach & Smith (1993)
The Wisdom of Teams
Hackman – Leading Teams
•
•
•
•
Real Team
Compelling Direction
Enabling Structure
Supportive
Organizational
Context
• Available Expert
Coaching
Team Diagnostic Survey (TDS)
51
https://research.wjh.harvard.edu/TDS/
Team Charter
•
•
•
•
•
•
Team name, membership, and roles
Team Mission Statement
Anticipated results (goals)
Specific tactical objectives
Ground rules/Guiding principles for
team participation
Shared expectations/aspirations
Code of Cooperation
•EVERY member is responsible for the team’s progress and success.
•Attend all team meetings and be on time.
•Come prepared.
•Carry out assignments on schedule.
•Listen to and show respect for the contributions of other members; be an active
listener.
•CONSTRUCTIVELY criticize ideas, not persons.
•Resolve conflicts constructively,
•Pay attention, avoid disruptive behavior.
•Avoid disruptive side conversations.
•Only one person speaks at a time.
•Everyone participates, no one dominates.
•Be succinct, avoid long anecdotes and examples.
•No rank in the room.
•Respect those not present.
•Ask questions when you do not understand.
•Attend to your personal comfort needs at any time but minimize team disruption.
•HAVE FUN!!
•?
Adapted from Boeing Aircraft Group Team Member Training Manual
Ten Commandments: An Affective Code of Cooperation
• Help each other be right, not wrong.
• Look for ways to make new ideas work, not for reasons they
won't.
• If in doubt, check it out! Don't make negative assumptions about
each other.
• Help each other win, and take pride in each other's victories.
• Speak positively about each other and about your organization at
every opportunity.
• Maintain a positive mental attitude no matter what the
circumstances.
• Act with initiative and courage, as if it all depends on you.
• Do everything with enthusiasm; it's contagious.
• Whatever you want; give it away.
• Don't lose faith.
• Have fun
54
Ford Motor Company
Group Ground Rules Contract Form
(Adapted from a form developed by Dr. Deborah Allen, University of Delaware)
Project groups are an effective aid to learning, but to work best they require that all
groups members clearly understand their responsibilities to one another. These project
group ground rules describe the general responsibilities of every member to the group.
You can adopt additional ground rules if your group believes they are needed. Your
signature on this contract form signifies your commitment to adhere to these rules and
expectations.
All group members agree to:
1. Come to class and team meetings on time.
2. Come to class and team meetings with assignments and other necessary
preparations done.
Additional ground rules:
1.
2.
If a member of the project team repeatedly fails to meet these ground rules, other
members of the group are expected to take the following actions:
Step 1: (fill in this step with your group)
If not resolved:
Step 2: Bring the issue to the attention of the teaching team.
If not resolved:
Step 3: Meet as a group with the teaching team.
The teaching team reserves the right to make the final decisions to resolve difficulties that
arise within the groups. Before this becomes necessary, the team should try to find a fair
and equitable solution to the problem.
Member’s Signatures:
Group Number:______________
1.____________________________
3.____________________________
2.____________________________
55 4.____________________________
Group Processing
Plus/Delta Format
Plus (+)
Things That Group Did Well
Delta (Δ)
Things Group Could Improve
Professor's Role in
Formal Cooperative Learning
1. Specifying Objectives
2. Making Decisions
3. Explaining Task, Positive Interdependence, and
Individual Accountability
4. Monitoring and Intervening to Teach Skills
5. Evaluating Students' Achievement and Group
Effectiveness
57
Formal Cooperative Learning – Types of Tasks
1. Jigsaw – Learning new conceptual/procedural material
2. Peer Composition or Editing
3. Reading Comprehension/Interpretation
4. Problem Solving, Project, or Presentation
5. Review/Correct Homework
6. Constructive Academic Controversy
7. Group Tests
Challenged-Based Learning
•
•
•
•
•
•
Problem-based learning
Case-based learning
Project-based learning
Learning by design
Inquiry learning
Anchored instruction
John Bransford, Nancy Vye and Helen Bateman. Creating High-Quality
Learning Environments: Guidelines from Research on How People Learn
59
Challenge-Based Instruction
with the Legacy Cycle
The Challenges
Generate
Ideas
Go
Public
Legacy
Cycle
Test Your
Mettle
Multiple
Perspectives
Research
& Revise
https://repo.vanth.org/portal/public-content/star-legacy-cycle/star-legacy-cycle
60
Problem-Based Learning
START
Apply it
Problem posed
Learn it
Identify what we
need to know
61
Problem Based Cooperative Learning Format
TASK: Solve the problem(s) or Complete the project.
INDIVIDUAL: Estimate answer. Note strategy.
COOPERATIVE: One set of answers from the group, strive for agreement,
make sure everyone is able to explain the strategies used to solve each
problem.
EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain
the strategies used to solve each problem.
EVALUATION: Best answer within available resources or constraints.
INDIVIDUAL ACCOUNTABILITY: One member from your group may be
randomly chosen to explain (a) the answer and (b) how to solve each
problem.
EXPECTED BEHAVIORS: Active participating, checking, encouraging, and
elaborating by all members.
62
INTERGROUP COOPERATION: Whenever
it is helpful, check procedures,
answers, and strategies with another group.
63
http://www.udel.edu/pbl/
Cooperative Base Groups
• Are Heterogeneous
• Are Long Term (at least one quarter or
semester)
• Are Small (3-5 members)
• Are for support
• May meet at the beginning of each session or
may meet between sessions
• Review for quizzes, tests, etc. together
• Share resources, references, etc. for
individual projects
• Provide a means for covering for absentees
64
Design and Implementation of
Cooperative Learning – Resources
•
Design Framework – How People Learn (HPL)
–
Creating High Quality Learning Environments (Bransford, Vye & Bateman) -http://www.nap.edu/openbook/0309082927/html/
•
Design & Backward Design Process (Felder & Brent, Fink and Wiggins & McTighe)
–
–
•
Content Resources
–
–
•
Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What
contemporary research and theory suggests.
http://www.skillscommission.org/commissioned.htm
Smith, K. A., Douglas, T. C., & Cox, M. 2009. Supportive teaching and learning strategies in
STEM education. In R. Baldwin, (Ed.). Improving the climate for undergraduate teaching in
STEM fields. New Directions for Teaching and Learning, 117, 19-32. San Francisco: JosseyBass.
Donald, Janet. 2002. Learning to think: Disciplinary perspectives. San Francisco: Jossey-Bass.
Middendorf, Joan and Pace, David. 2004. Decoding the Disciplines: A Model for Helping
Students Learn Disciplinary Ways of Thinking. New Directions for Teaching and Learning, 98.
Pedagogies of Engagement - Instructional Format explanation and exercise to model
format and to engage workshop participants
–
Cooperative Learning (Johnson, Johnson & Smith)
•
–
–
–
Smith web site – www.ce.umn.edu/~smith
University of Delaware PBL web site – www.udel.edu/pbl
PKAL – Pedagogies of Engagement – http://www.pkal.org/activities/PedagogiesOfEngagementSummit.cfm
Fairweather (2008) Linking Evidence and Promising Practices in Science, Technology,
Engineering, and Mathematics (STEM) Undergraduate Education http://www7.nationalacademies.org/bose/Fairweather_CommissionedPaper.pdf
65