Design and Implementation of Cooperative Learning Karl A

Design and Implementation of Cooperative Learning Karl A. Smith STEM Education Center / Technological Leadership Institute / Civil Engineering – University of Minnesota & Engineering Education – Purdue University ksmith@umn. edu - http: //www. ce. umn. edu/~smith Grinnell College June 3, 2014

Workshop Layout • Welcome and Overview • Further Reflection on Readings/Discussion • Formal Cooperative Learning Rationale and Principles • Formal Cooperative Learning Strategies – Cooperative Problem-Based Learning – Cooperative Jigsaw – Cooperative Project-Based Learning • Aligning outcomes, assessment, and instruction • Design and Implementation 2

Overall Goal • Build your repertoire of cooperative learning strategies as well as skills and confidence for implementing them 3

Workshop Objectives • Participants will be able to : – Describe key features of cooperative learning and effective, interactive strategies for facilitating learning – Build on key elements of Course Design Foundations • How People Learn (HPL) • Understanding by Design (Ub. D) process – Content (outcomes) – Assessment – Pedagogy – Explain key features of and rationale for Cooperative Learning – 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 4

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 http: //www. ce. umn. edu/~smith/docs/Smith-CL%20 Handout%2008. pdf

Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups Notes: Cooperative Learning Handout (CL College-912. doc) www. ce. umn. edu/~smith/docs/CL%20 College-912. doc 6

Book Ends on a Class Session Smith, K. A. 2000. Going deeper: Formal small-group learning in large classes. Energizing large classes: From small groups to learning communities. New Directions for Teaching and Learning, 7 2000, 81, 25 -46. [NDTL 81 Ch 3 Going. Deeper. pdf]

Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups See Cooperative Learning Handout (CL College-912. doc) 18

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. )

http: //www. aacu. org/advocacy/leap/documents/Re 8097 abcombined. pdf 21

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. 22

Teamwork 23

Reflection and Dialogue • Individually reflect on the Characteristics of High Performing Teams. Think/Write for about 1 minute – Base on your experience on high performing teams, – Or your facilitation of high performing teams in your classes, or – Or your imagination • Discuss with your team for about 3 minutes and record a list

Characteristics of Effective Teams? • students are aware of and build on each other’s strengths • They respect and trust each other • All contribute unique/valuable content • Each person feels they can contribute meaningfully • They working on a project with freedom to explore • People know their roles and take pride in their contribution • Clearly defined tasks • External pressure • There are team and environmental aspects • Deadline & schedule • People take turns – contribute their piece and step back – they care about the project (i. e. , group not dominated by one or two people) • Successful team has one person who drives the team • Distributed responsibility • Willing to step back and contribute • ? • Next step – what makes an effective team member 25

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

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 http: //www. ce. umn. edu/~smith/docs/Smith-CL%20 Handout%2008. pdf

Teamwork Skills • Communication • Listening and Persuading • Decision Making • Conflict Management • Leadership • Trust and Loyalty

Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups See Cooperative Learning Handout (CL College-912. doc) 29

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 30

Decisions, Decisions Group size? Group selection? Group member roles? How long to leave groups together? Arranging the room? Providing materials? Time allocation? 31

Personal Response System • Socrative. com (Socrative Student) • My room 678635 32

Optimal Group Size? A. 2 B. 3 C. 4 D. 5 E. 6 33

Formal Cooperative Learning Task Groups Perkins, David. 2003. King Arthur's Round Table: How collaborative conversations create smart organizations. NY: Wiley.

Group Selection? A. B. C. D. E. Self selection Random selection Stratified random Instructor assign Interest 35

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 Controversy 7. Group Tests

Cooperative Jigsaw JIGSAW SCHEDULE COOPERATIVE GROUPS (3 -4 members) PREPARATION PAIRS CONSULTING/SHARING PAIRS TEACHING/LEARNING IN COOPERATIVE GROUPS WHOLE CLASS REVIEW www. jigsaw. org/ 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 Controversy 7. Group Tests

Challenge-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 54

Challenge-Based Instruction 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 55

Problem-Based Learning START Apply it Problem posed Learn it Identify what we need to know 56

First Course Design Experience UMN – Institute of Technology • Thinking Like an Engineer • Problem Identification • Problem Formulation • Problem Representation • Problem Solving Problem-Based Learning

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, answers, and strategies with another group. 60

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http: //www. ncsu. edu/PER/scaleup. html

http: //web. mit. edu/edtech/casestudies/teal. html#video

http: //tile. uiowa. edu/ 65

Inside an Active Learning Classroom • STSS at the University of Minnesota http: //vimeo. com/andyub/activeclassroom “I love this space! It makes me feel appreciated as a student, and I feel intellectually invigorated when I work and learn in it. ”

http: //www. udel. edu/inst/ 68

Project-Based Cooperative Learning Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota ksmith@umn. edu http: //www. ce. umn. edu/~smith Design-Build Project 69

Project Based Cooperative Learning Format TASK: Complete the project. INDIVIDUAL: Engage. Pay attention to task and group dynamics. COOPERATIVE: One design from the group. Make sure everyone is able to explain the final design and strategies used to complete the project. EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the final design and strategies used complete the project. EVALUATION: Best design within available resources or constraints. INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the design and (b) the team process. 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. 70

Design-Build Project The engineering method is design under constraints – Wm. Wulf, Former President, National Academy of Engineering The engineering method (design) is the use of state -of-the-art heuristics to create the best change in an uncertain situation within the available resources – Billy Koen, Mechanical Engineering Professor, UT -Austin, author Discussion of the Method, 2003, 2011 71

Design-Build Project • Teams of 3 -4 – randomly assigned • Experience an iteration of a design project life cycle in about 30 minutes • Goal is for all teams to meet the specification (design requirement) • Attend to both the task and the team work 72

Team Member Roles • Task Recorder • Process Recorder • Time Monitor • Materials Manager 73

Process Observer • Observer/ Process Recorder (non participant role) 74

Name 1 Name 2 Action Contributes Ideas Encourages Participation Summarizes, Integrates Total 75 Name 3 Name 4 Total

Name 1 Name 2 Action Contributes Ideas Describes Feelings Encourages Participation Summarizes, Integrates Checks for Understanding Relates New To Old Learning Gives Direction To Work Total 76 Name 3 Name 4 Total

Design objective Design and build a tower at least 25 cm high that can support a stack of textbooks. The tower is built from index cards and office tape. Design rules Materials are 100 index cards and one roll of office tape Cards can be folded but not torn No piece of tape can be longer than 2 inches Tower cannot be taped to the floor Tower must be in one piece, and easily transported in one hand Time to design and build: 15 minutes Height is measured from the ground to the lowest corner of the book placed on top Tower must support books for at least 10 seconds before the measurement is made Room must be cleaned up before measurements are made.

Group Processing Plus/Delta Format Plus (+) Things That Group Did Well Delta (∆) Things Group Could Improve

Teamwork & Project Management Heuristics-Examples • Identify the weak link and Allocate resources to the weak link • Freeze the design--at some stage in the project (when about 75% of the time or resources are used up) the design must be frozen • Discuss the process and ask meta-level questions, e. g. , What are we doing? Why are we doing it? How does it help? 82

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 83

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 86

Team Charter Examples & Research • Team Charter – Developed by Vivian Corwin and Marilyn A. Uy for COM 321 (Organizational Behaviour) Gustavson School of Business, University of Victoria • Group Ground Rules Contract Form – Developed by Deborah Allan, University of Delaware • Mathieu, John E. & Rapp, Tammy L. 2009. Laying the foundation for successful team performance trajectories: The role of team charters and performance strategies. Journal of Applied Psychology, 94(1), 90103 87

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Mathieu, John E. & Rapp, Tammy L. 2009. Laying the 90 foundation for successful team performance trajectories: The role of team charters and performance strategies. Journal of Applied Psychology, 94(1), 90 -103

Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups See Cooperative Learning Handout (CL College-912. doc) 91

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 92

Edmonson-Competitive_Advantage_of_Learning-HBR-2008. pdf

Designing and Implementing Cooperative Learning • Think like a designer • Ground practice in robust theoretical framework • Start small, start early and iterate • Celebrate the successes; problem-solve the failures

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