Engaging Students Through Active and Cooperative Learning

Karl A. SmithEngineering Education – Purdue UniversityCivil Engineering - University of Minnesota

ksmith@umn.eduhttp://www.ce.umn.edu/~smith

Creating Citizen Engineers through Infrastructure Awareness – NSF – DLR Project

Faculty Workshop – College of EngineeringUniversity of Wisconsin - Platteville

August 2006

Lila M. Smith

Pedago-pathologiesAmnesia

Fantasia

Inertia

Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), Currently President of the Carnegie Foundation for the Advancement of College Teaching

Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.

4

What do we do about these pathologies? – Lee Shulman Activity Reflection Collaboration PassionCombined with generative content and the creation of powerful learning communities

Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.

5

Formulate-Share-Listen-Create (Think-Pair-Share)

• Individually read the quote “To teach is to engage students in learning. . .”

• Underline/Highlight words and/or phrases that stand out for you

• Turn to the person next to you and talk about words and/or phrases that stood out

To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively

Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.

Lila M. Smith

8

Pedagogies of Engagement

9

Active/Cooperative Learning, Learning Community

Success Story

Reflect on and Talk about your Active/Cooperative Learning, Learning Community Success(es)1. Context?2. Structure/Procedure?3. Outcome?

10

Key Features of Cooperative Learning

Active/InteractiveCooperativePersonal (before professional)Structure (before task)Knee-to-Knee, Eye-to-Eye/Space/FocusChallenging task (worthy of group effort)Students talking through the material (cognitive rehearsal)Learning groups are small (2-5) and assignedHeterogeneousYour own cooperative group

Cooperative Learning Task Groups

Perkins, David. 2003. King Arthur's RoundTable: How collaborative conversations createsmart organizations. NY: Wiley.

12

Backdrop – Recent ReportsNational Research Council Reports:1. How People Learn: Brain, Mind, Experience,

and School (1999).2. How People Learn: Bridging Research and

Practice (2000).3. Knowing What Students Know: The Science

and Design of Educational Assessment (2001).

4. The Knowledge Economy and Postsecondary Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn

13

14

15

Designing Learning Environments Based on HPL

(How People Learn)

16

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)

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

18

Individual & Group Accountability

• ?

19

20

http://clte.asu.edu/active

Robert Barr & John Tagg. From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 1995.

Wm. Campbell & Karl Smith. New Paradigms for College Teaching. Interaction Books, 1997.

New Paradigm• Defining educational objectives, facilitating development of

critical and creative thinking and problem-solving skills• Active learning (individual and group activities in class)• Structured cooperative learning (including multidisciplinary

teamwork and facilitating development of written and oral communication skills)

• Writing and (multidisciplinary) design across the curriculum• Inquiry and discovery learning (problem-based, case- based)• Teaching to diversity (different learning styles, ethnicities,

genders)• Appropriate use of technology (tools, simulation, exploration)

23

Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology – National Science Foundation, 1996

Goal B 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 life-long learning skills into learning experiences.

24

Tracking Change - Seymour

"The greatest single challenge to SMET pedagogical reform remains the problem of whether and how large classes can be infused with more active and interactive learning methods."

Seymour, Elaine. 2001. Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology. Science Education, 86, 79-105.

25

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)

26

Book Ends on a Class Session

Book Ends on a Class Session

1. Advance Organizer2. Formulate-Share-Listen-Create (Turn-

to-your-neighbor) -- repeated every 10-12 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?

28

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.

29

Quick Thinks

•Reorder the steps•Paraphrase the idea•Correct the error•Support a statement•Select the response

Johnston, S. & Cooper,J. 1997. Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7.

30

Formulate-Share-Listen-Create

Informal Cooperative Learning GroupIntroductory Pair Discussion of a

FOCUS QUESTION

1. Formulate your response to the question individually

2. Share your answer with a partner3. Listen carefully to your partner's answer4. Work together to Create a new answer

through discussion

31

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.

32

Q4 – Pace: Too slow 1 . . . . 5 Too fastQ5 – Relevance: Little 1 . . . 5 LotsQ6 – Format: Ugh 1 . . . 5 Ah

02

46

81012

1416

1820

Q4 Q5 Q6

1

2

3

4

5

MSU – May 15, 2006 – Session 1 (am)

33

Informal CL (Book Ends on a Class Session) with Concept Tests

Physics Peer InstructionEric Mazur - Harvard B http://galileo.harvard.edu

Peer Instruction – www.prenhall.comRichard Hake – http://www.physics.indiana.edu/~hake/

Chemistry Chemistry ConcepTests - UW Madison B

www.chem.wisc.edu/~conceptVideo: Making Lectures Interactive with ConcepTests

ModularChem Consortium B http://mc2.cchem.berkeley.edu/

STEMTECVideo: How Change Happens: Breaking the ATeach as You Were Taught@ Cycle B Films for the Humanities & Sciences B www.films.com

HarvardThinking Together & From Questions to Concepts Interactive Teaching in Physics: Derek Bok Center B www.fas.harvard.edu/~bok_cen/

Richard Hake (Interactive engagement vs traditional methods) http://www.physics.indiana.edu/~hake/

Traditional (lecture)

Interactive (active/cooperative)

<g> = Concept Inventory Gain/Total

35

36

The “Hake” Plot of FCI

Pretest (Percent)

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

20.00 30.00 40.00 50.00 60.00 70.00 80.00

ALS

SDI

WP

PI(HU)

ASU(nc)

ASU(c)

HU

WP*

UMn Traditional

XUMn Cooperative Groups

XUMn-CL+PS

37

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.

Informal CooperativeLearning Groups

Can be used at any timeCan be short term and ad hocMay be used to break up a long lectureProvides an opportunity for students to process material they have been listening to (Cognitive Rehearsal)Are especially effective in large lecturesInclude "book ends" procedureAre not as effective as Formal Cooperative Learning or Cooperative Base Groups

Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning

returns to college: What evidence is there that it works? Change, 30 (4), 26-35.

• Over 300 Experimental Studies• First study conducted in 1924• High Generalizability• Multiple Outcomes

Outcomes

1. Achievement and retention2. Critical thinking and higher-level

reasoning3. Differentiated views of others4. Accurate understanding of others'

perspectives5. Liking for classmates and teacher6. Liking for subject areas7. Teamwork skills

Small-Group Learning: Meta-analysis

Springer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-

analysis. Review of Educational Research, 69(1), 21-52.

Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.

The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.

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

Formal Cooperative Learning Task Groups

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

Formal Cooperative Learning

1. Jigsaw

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

45

Challenged-Based Learning• Problem-based learning

• Case-based learning

• Project-based learning

• Learning by design

• Inquiry learning

• Anchored instructionJohn Bransford, Nancy Vye and Helen Bateman. Creating High-Quality

Learning Environments: Guidelines from Research on How People Learn

46

Professor's Role inFormal 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

47

Problem Based Cooperative Learning FormatTASK: 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.

INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.

48

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

49

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

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference. John Dewey, 1906

50

Session Summary(Minute Paper)

Reflect on the session:1.What were the most important points for

you?2.What is one thing you would be willing to try?3.What questions do you have?

4.Pace: Too slow 1 . . . . 5 Too fast5.Relevance: Little 1 . . . 5 Lots6.Format: Ugh 1 . . . 5 Ah

51

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.____________________________ 2.____________________________

3.____________________________ 4.____________________________

Comparison of Learning Groups

Less Structured (Traditional) More Structured (Cooperative)

Low interdependence. Members takeresponsibility only for self. Focus is onindividual performance only.

High positive interdependence. Membersare responsible for own and each other’slearning. Focus is on joint performance.

Individual accountability only Both group and individual accountability. Members hold self and others accountablefor high quality work.

Assignments are discussed with littlecommitment to each other’s learning.

Members promote each other’s success. The do real work together and help andsupport each other’s efforts to learn.

Teamwork skills are ignored. Leader isappointed to direct members’ participation.

Teamwork skills are emphasized. Membersare taught and expected to use social skills. All members share leadershipresponsibilities.

No group processing of the quality of itswork. Individual accomplishments arerewarded.

Group processes quality of work and howeffectively members are working together. Continuous improvement is emphasized.rewarded. Continuous improvement is emphasized.