TMPH Fa14 Week 6: Cooperative Learning

Teaching Methods in Public Health

Week 6: Cooperative Learning

November 19, 2014

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Active Learning

Last week This week

Cooperative learning - teachingmethodsinpublichealth.ucsd.edu 2

Freeman et al. (2014) show

active learning in class

enhances student

learning

reduces withdrawals

and failures

What kinds of active

learning activities are most

effective?

(“2nd generation research)”

What do you see?

3 Cooperative learning

teachingmethodsinpublichealth.ucsd.edu

2010–2011 Higher Education Research Initiative (HERI)

Faculty Survey of 23,824 full-time faculty at 417 four-year

colleges and universities [1]

What do you see?

4 Cooperative learning


2013–2014 Higher Education Research Initiative (HERI)

Faculty Survey of 16,112 full-time faculty at 269 four-year

colleges and universities [2]

Invention activity in Cell Biology

Taylor, J. L., Smith, K. M., van Stolk , A. P., Spiegelman, G. B.

(2010). Using Invention to Change How Students Tackle Problems.

CBE – Life Sciences Education, 9 (4), 504-512.



The authors of the invention activity ask that the slides

describing the activity are not distributed or shown in public.

They’ve demonstrated that when students know about the

activity ahead of time, especially when students know the

connection to cell biology ahead of time, it reduces their

creativity and the number of solutions they invent.

If you need the resources, talk to Peter or Cheryl.

Cooperative Learning[3]


Cooperative learning is the instructional use of small groups so

that students work together to maximize their own and each other’s

learning.

(Rique Campa)

constructivism social constructivism

recognizes that knowledge is

constructed in the mind of the

learner by the learner

([1], p.262)

implies that this “building”

process is aided through

cooperative social interactions

([1], p. 262)

Why use cooperative learning?[3]

8

emulates work environment: professionals work in teams

enhances communication skills (especially science

communication)

improves efficiency, effectiveness, and success of team work

can deal with complex problems

What skills are employers looking for? teamwork

critical thinking / reasoning

oral and written communication Cooperative learning - teachingmethodsinpublichealth.ucsd.edu

Cooperative learning groups


group type description advantages tasks for instructor

informal groups of 2-4 students

formed spontaneously

in class

• for example, during

peer instruction

with clickers

• good for large classes

• can be used at any time

• opportunity for students

to practice learning goals

describe, define, draw,

rank,…

• opportunity for students

to process what they just

read or heard

• be explicit about

expectations and

responsibilities

• be explicit about how

much time they have

• reinforce benefits of

group interaction

• can be difficult to make

both individual and

group accountable

formal

base




informal

formal students stay in same

group throughout

term for

• in-class activities

• presentations

• group exams

• study group

Groups formed

• randomly

• engineered for

diversity

• self-selected

• formal group is closer to

real, professional setting

• groups can accomplish

bigger tasks like group

presentations

• students learn each

other’s strengths and

weaknesses, earn each

other’s trust

Instructor must give more

structure/guidance:

• objectives of tasks

• tell groups how to make

decisions

• explain positive

interdependence

• explain individual and

group accountability

• mentor groups on

conflict resolution, group

management

• regular, formative

feedback

base




informal

formal

base long-term, stable

group of 3-5 students

to accomplish large,

complex task

• build a robot, create

an app

• write a paper

• form mock (or real)

company

• groups meet regularly

(typically outside of class

time)

• self-selected or formed

by instructor by students’

skills

• facilitate and scaffold

meeting schedule, how

to share resources, how

to support each other

• regularly check on

groups, meet with each

group (don’t form and

forget)

• may need to scaffold

students through project:

objectives, methods,

results, presentation, etc.

(there should be no

surprises at end of term)

Key to successful cooperative learning


If you choose to use cooperative learning so that students

learn to work effectively as a team,

you need to teach the students

how to work effectively as a team

You can’t leave it up to them to figure out

positive team member traits

team-building, management, conflict-resolution skills

how to remain inquiry-based: asking questions of each

other, making recommendations

how to make effective, professional presentations

Signs of a successful CL group


positive interdependence between group members

individual and group accountability

face-to-face meetings (with meeting minutes?)

group and interpersonal skills

group can process and facilitate itself through tasks,

challenges, set-backs

What to watch for

and what to do about it


lack of group maturity

insufficient guidance and training from instructor about

how to work together

“free-riding”

instructor hasn’t built in enough individual accountability

loss of motivation

instructor needs to stay in touch with groups frequently

lack of skills and abilities

instructor needs to create groups with more diverse

skills and abilities


active learning

cooperative

learning

peer

instruction

What is expertise? [4]

To develop competence in an area of inquiry, student must

(a) have a deep foundation of factual knowledge

(b) understand facts and ideas in the context of a conceptual

framework, and

(c) organize knowledge in ways that facilitate retrieval and

application


Cooperative learning

teachingmethodsinpublichealth.ucsd.edu 17

knowledge



knowledge

framework

19

knowledge

framework

retrieval



What the best college teachers do[5]


More than anything else, the best teachers try to create a

natural critical learning environment: natural

because students encounter skills, habits, attitudes, and

information they are trying to learn embedded in questions

and tasks they find fascinating – authentic tasks that arouse

curiosity and become intrinsically interesting, critical

because students learn to think critically, to reason from

evidence, to examine the quality of their reasoning using a

variety of intellectual standards, to make improvements

while thinking, and to ask probing and insightful questions

about the thinking of other people.

In natural critical learning environments


students encounter safe yet challenging conditions in

which they can try, fail, receive feedback, and try again

without facing a summative evaluation.[5]

try

fail receive

feedback

Supporting expert-like thinking:

Introductory Biology class



The molecules making up the dry mass of wood in a tree

come mostly from

A) sunlight

B) the air

C) the seed

D) the soil

(Question: Bill Wood)

(Image: Autumn? No Doubt! by blavandmaster on flickr CC)

Typical Episode of Peer Instruction


1. Instructor poses a conceptually-challenging

multiple-choice question.

2. Students think about question on their own and vote

using clickers, colored ABCD cards, smartphones,…

3. The instructor asks students to turn to their neighbors

and “convince them you’re right.”

4. After that “peer instruction”, students may vote again.

5. The instructor leads a class-wide discussion concluding

with why the right answer(s) is right and the wrong

answers are wrong.

In effective peer instruction


students teach each other while

they may still hold or remember

their novice preconceptions

students discuss the concepts in their

own (novice) language

each student finds out what s/he does(n’t) know the

instructor finds out what the students know (and don’t

know) and reacts, building on their initial

understanding and preconceptions.

students practice

how to think,

communicate

like experts

t h e l e a r n i n g c y c l e

Peer instruction helps students learn...


BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning

Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


The students have not

resolved Concept X.

But they’re know X exists

and why X is interesting.




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning


Students have had opportunities to

try, fail, receive feedback and

try again without facing a

summative evaluation.




BEFORE DURING AFTER

setting up

instruction

developing

knowledge

assessing

learning



1. identifying key concepts, misconceptions

2. creating multiple-choice questions that

require deeper thinking and learning

3. facilitating episodes of peer instruction that

spark and support expert-like discussion

4. leading a class-wide discussion to clarify

the concept, resolve the misconception

5. reflecting on the question: note curious

things you overheard, how they voted, etc. so

next year’s peer instruction will be better

before

class

during

class

after

class

Effective peer instruction requires

clarity Students waste no effort trying to figure out what’s

being asked.

context Is this topic currently being covered in class?

learning

outcome

Does the question make students do the right things

to demonstrate they grasp the concept?

distractors What do the “wrong” answers tell you about

students’ thinking?

difficulty Is the question too easy? too hard?

stimulates

thoughtful

discussion

Will the question engage the students and spark

thoughtful discussions? Are there openings for you

to continue the discussion?

What makes a good question?


teachingmethodsinpublichealth.ucsd.edu 30 (Adapted from Stephanie Chasteen, CU Boulder)

Sample Questions


With others in your group, look through the collection of questions (start with the questions in subjects you’re familiar with. )

WARNING: Some are good, some are not.

Try to identify at least one characteristic (clarity, context,…) that makes each question good (or bad).

References


1. Hurtado, S., Eagan, M. K., Pryor, J. H., Whang, H., & Tran, S. (2012). Undergraduate

teaching faculty: The 2010–2011 HERI Faculty Survey. Los Angeles: Higher Education

Research Institute, UCLA. www.heri.ucla.edu

2. Eagan, M. K., Stolzenberg, E. B., Berdan Lozano, J., Aragon, M. C., Suchard, M. R.,

& Hurtado, S. (2014). Undergraduate teaching faculty: The 2013–2014 HERI Faculty

Survey. Los Angeles: Higher Education Research Institute, UCLA. www.heri.ucla.edu

3. Derek Bruff, Henry (Rique) Campa, III, Trina McMahon, Bennett Goldberg (2014).

“An Introduction to Evidence-Based Undergraduate STEM Teaching” (coursera

MOOC) class.coursera.org/stemteaching-001

4. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School:

Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC:

The National Academies Press.

5. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University

Press.

TMPH Fa14 Week 6: Cooperative Learning

Education

Transcript of TMPH Fa14 Week 6: Cooperative Learning