Cooperative InquiryBased Learning Teamwork Essentials Karl A Smith
Cooperative Inquiry-Based Learning: Teamwork Essentials Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota ksmith@umn. edu - http: //www. ce. umn. edu/~smith/ Bio Sci 110 – Teaching Assistant Workshop Michigan State University January 8, 2009
Workshop Layout • Welcome & Overview • Cooperative Inquiry – Importance of teamwork for building student’s inquiry skills • Problem-Based Cooperative Learning Example – Design and Teamwork Features • Backward Design Approach – Course, Class or Lab Session, and Learning Module Design: From Objectives and Evidence to Instruction • Wrap-up and Next Steps 2
Session Objectives • Participants will be able to describe key elements of: – Importance and Features of High Performance Teamwork for Building Student’s Inquiry Skills – Cooperative Problem-Based learning – Research on How People Learn and Cooperative Learning – Backward design process • Participants will begin applying key elements to the design of a course, lab or class session or learning module 3
Backward Design Model (Wiggins & Mc. Tighe) 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan Learning Experiences and Instruction 4
Student Goals – Bio. Sci 110 – Spring 2008 5 https: //www. msu. edu/course/bs/110/ebertmay/goals. html
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 6 life-long learning skills into learning experiences.
Inquiry and the National Science Standards • Learners are engaged in scientifically oriented questions • Learners give priority to evidence, which allows them to develop and evaluate explanations • Learners formulate explanations from evidence • Learners evaluate their explanations in light of alternative explanations • Learners communicate and justify their proposed explanations National Academy of Sciences. 2000. Inquiry and the National Science Education Standards: A guide for teaching and learning. Center for Science, Mathematics, and Engineering Education, 7 National Research Council. Washington, DC: National Academy Press (http: //www. nap. edu)
Teamwork, Cooperative Learning and Bio Sci 110 • Please reflect on when and how to promote learning, inquiry and critical thinking through cooperative learning • Jot down some of your ideas • Turn to the person next to you – Introduce yourself – Share thoughts on promoting learning, inquiry and critical thinking using cooperative learning 8
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. 9
Lila M. Smith
Pedago-pathologies Amnesia Fantasia Inertia Lee Shulman – MSU Med School – PBL Approach (late 60 s – early 70 s); Stanford University, Past President 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? – Lee Shulman Activity Reflection Collaboration Passion Combined with generative content and the creation of powerful learning communities Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11 -17. 12
Lila M. Smith
Pedagogies of Engagement 14
Pedagogies of Engagement: Classroom-Based Practices http: //www. asee. org/about/publ ications/jee/upload/2005 jee_sa mple. htm 15
Book Ends on a Class Session 16
Book Ends on a Class Session 1. Advance Organizer 2. 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?
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
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) 19
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
Individual & Group Accountability • ? 21
22 http: //www. ce. umn. edu/~smith/docs/CLHks. pdf
http: //www. aacu. org/advocacy/leap/documents/Re 8097 abcombined. pdf 23
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, & Le. Bold, W. 1998. U. S. engineering career trends. ASEE Prism, 7(9), 18 -21. 24
Teamwork Skills • Communication • Listening and Persuading • Decision Making • Conflict Management • Leadership • Trust and Loyalty 25
Formal Cooperative Learning Task Groups
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 Mc. Gourty, 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 28
Characteristics of Effective Teams • ? 29
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
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Group Processing Plus/Delta Format Plus (+) Things That Group Did Well Delta (Δ) Things Group Could Improve
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 Ford Motor Company 35
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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 37
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 39
Kolb=s Experiential Learning Cycle Concrete Experience Testing implications of concepts in new situations Observation and Reflections Formulation of abstract concepts and generalizations
5 E Learning Cycle Model • Engage • Explore • Explain • Elaborate • Evaluate http: //faculty. mwsu. edu/west/maryann. coe/inquire/inquiry. htm
Problem-Based Learning START Apply it Problem posed Learn it Identify what we need to know 42
https: //repo. vanth. org/portal/public-content/star-legacy-cycle 43
National 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 5. 6. NCEE Report Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. (2006). http: //www. skillscommission. org/commissioned. htm 44
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Designing Learning Environments Based on HPL (How People Learn) 47
Some Important Principles About Learning and Understanding The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences. The second important principle about how people learn is that to develop competence in an area of inquiry, students 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. A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. Jim Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests 48
The Students Explain 1 1. In trying to make their thoughts clear for other people, student achieve greater clarity for themselves. 2. The students themselves determine what it is they want to understand. 3. People come to depend on themselves. 4. Students recognize the powerful experience of having their ideas taken seriously, rather than simply screened for correspondence to what the teacher wanted. 5. Students learn an enormous amount from each other. 6. Learners come to recognize knowledge as a human construction, since they have constructed their own knowledge and know that they have. 1 Duckworth, E. 1987. The having of wonderful ideas" & other essays on teaching and learning. New York: Teachers College Press.
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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. INTERGROUP COOPERATION: Whenever it is helpful, check procedures, 51 answers, and strategies with another group.
52 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 53
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 1. Achievement and retention 2. Critical thinking and higher-level reasoning 3. Differentiated views of others 4. Accurate understanding of others' perspectives 5. Liking for classmates and teacher 6. Liking for subject areas 7. Teamwork skills January 2005 March 2007
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] 55
Effective Course Design Bloom’s Taxonomy ABET EC 2000 (Felder & Brent, 1999) Goals and Objectives Course-specific goals & objectives Technology Cooperative learning Students Instruction Lectures Labs Classroom assessment techniques Assessment Other experiences Tests 56 Other measures
A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass. 57
Backward Design Model Wiggins & Mc. Tighe Stage 1. Identify Desired Results Stage 2. Determine Acceptable Evidence Stage 3. Plan Learning Experiences and Instruction Wiggins, Grant and Mc. Tighe, Jay. 1998. Understanding by Design. Alexandria, VA: ASCD 58
Worksheet 1 Worksheet for Designing a Course/Class Session/Learning Module Learning Goals for Course/Session/Module: Ways of Assessing Actual Teaching-Learning Helpful Resources: This Kind of Learning: Activities: (e. g. , people, things) 1. 2. 3. 4. 5. 6. 59
Backward Design Stage 1. Identify Desired Results Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom? Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline? Filter 3. To what extent does the idea, topic, or process require uncoverage? Filter 4. To what extent does the idea, topic, or process offer potential for engaging students? 60
Backward Design Approach: • Desired Results (Outcomes, Objectives, Learning Goals) – 5 minute university • Evidence (Assessment) – Learning Taxonomies • Plan Instruction – Cooperative Learning Planning Format & Forms 61
Backward Design Stage 2. Determine Acceptable Evidence Types of Assessment Quiz and Test Items: Simple, content-focused test items Academic Prompts: Open-ended questions or problems that require the student to think critically Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic 62
Backward Design Stage 3. Plan Learning Experiences & Instruction • What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? • What activities will equip students with the needed knowledge and skills? • What will need to be taught and coached, and how should it be taught, in light of performance goals? • What materials and resources are best suited to accomplish these goals? • Is the overall design coherent and effective? 63
Design and Implementation of Cooperative Problem-Based Learning Resources • • Design Framework – How People Learn (HPL) Design & Backward Design Process (Felder & Brent, Dee Fink and Wiggins & Mc. Tighe) – Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. http: //www. skillscommission. org/commissioned. htm • 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/Pedagogies. Of. Engagement. Summit. cfm – Design of Challenge-Based (PBL) exercises – Creating High Quality Learning Environments (Bransford, Vye & Bateman) -http: //www. nap. edu/openbook/0309082927/html/ • Course, Class Session, and Learning Module Design: From Objectives and Evidence to Instruction Notes 64
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. 65 John Dewey, 1906
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