Karl A Smith STEM Education Center Technological Leadership Institute Civil Engineering University of Minnesota amp Engineering Education Purdue University ksmithumnedu httpwwwceumnedusmith ID: 491862
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Introduction to Cooperative Learning and Foundations of Course Design
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
Clarkson University
Design and Implementation of Cooperative Learning
June 3-5, 2013Slide2
2
Session 1 LayoutWelcome & OverviewCooperative Learning BasicsCourse Design FoundationsDesign and ImplementationSlide3
Overall GoalBuild your repertoire of cooperative learning strategies as well as skills and confidence for implementing them
3Slide4
4
Workshop ObjectivesParticipants will be able to :Describe key features of cooperative learning and effective, interactive strategies for facilitating learningSummarize research on How People Learn (HPL)Describe key features of the
Understanding by Design
(
UbD
) 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 Slide5
Reflection and DialogueIndividually reflect on
Effective, Interactive Strategies for Facilitating Learning. Write for about 1 minuteContext? Subject, Year, School/DepartmentStructure/Procedure? Outcome? Evidence of SuccessDiscuss with your neighbor for about 3 minutesSelect Story, Comment, Question, etc. that you would like to present to the whole group if you are randomly selectedSlide6
Seven Principles for Good Practice in Undergraduate Education
Good practice in undergraduate education:Encourages student-faculty contactEncourages cooperation among studentsEncourages active learningGives prompt feedbackEmphasizes time on taskCommunicates high expectationsRespects diverse talents and ways of learning6
Chickering
&
Gamson
, June, 1987
http://learningcommons.evergreen.edu/pdf/fall1987.pdfSlide7
Clicker Usage
7
Never (A)
Occasionally (B)
Frequently (C)
Always (D)
Considering it (E)
35 of 37Slide8
Process Metallurgy
Dissolution Kinetics – liquid-solid interfaceIron Ore Desliming – solid-solid interfaceMetal-oxide reduction roasting – gas-solid interfaceSlide9
Dissolution KineticsTheory – Governing Equation for Mass Transport
Research – rotating disk Practice – leaching of silver bearing metallic copperSlide10
First Teaching Experience
Practice – Third-year course in metallurgical reactions – thermodynamics and kineticsSlide11
Lila M. SmithSlide12
Engineering Education
Practice – Third-year course in metallurgical reactions – thermodynamics and kineticsResearch – ? Theory – ?
Theory
Research
Evidence
PracticeSlide13
University of Minnesota College of EducationSocial, Psychological and Philosophical Foundations of Education
Statistics, Measurement, Research MethodologyAssessment and EvaluationLearning and Cognitive PsychologyKnowledge Acquisition, Artificial Intelligence, Expert SystemsDevelopment TheoriesMotivation TheoriesSocial psychology of learning – student – student interactionSlide14
Lila M. SmithSlide15
Cooperative Learning
Theory – Social Interdependence – Lewin – Deutsch – Johnson & JohnsonResearch – Randomized Design Field ExperimentsPractice – Formal Teams/Professor’s Role
Theory
Research
Evidence
PracticeSlide16
Lewin’s Contributions
Founded field of social psychologyAction ResearchForce-Field analysisB = f(P,E)Social Interdependence Theory“There is nothing so practical as a good theory”Slide17
Cooperative Learning
•Positive Interdependence
•Individual and Group Accountability
•Face-to-Face Promotive Interaction
•Teamwork Skills
•Group Processing
[*First edition 1991]Slide18
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 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 2007Slide19
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%20Handout%2008.pdfSlide20
What is your experience with cooperative learning?
20
35 of 37
Little 1 (A)
Between 1&3 (B)
Moderate 3 (C)
Between 3&5 (D)
Extensive 5 (E)Slide21
“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;
Former Dean
, Provost and President of the University of MichiganSlide22
What is your experience with course (re)design?
22
32
of
37Slide23
What do you feel are important considerations about course (re) design?
What are challenges you have faced with course (re) design?What do you already know about course design? [Background Knowledge Survey]Short Answer QuestionsSlide24
No
Yes
Yes
Good Theory/
Poor Practice
Good Theory & Good Practice
No
Good Practice/ Poor Theory
Sources:
Bransford
, Brown & Cocking. 1999.
How people learn.
National Academy Press
.
Wiggins, G. &
McTighe
, J. 2005.
Understanding by design, 2ed
. ASCD.
Science of Instruction (
UbD
)
Science of Learning
(HPL)
Design FoundationsSlide25
What is your level familiarity with learning theories (e.g.,HPL) & instruction (e.g., UbD
) theories?25
32
of
37Slide26
Part I – Introduction1 Learning: From Speculation to Science 3Part II – Learners and Learning
2 How Experts Differ from Novices 313 Learning and Transfer 514 How Children Learn 795 Mind and Brain 114Part III – Teachers and Teaching6 The Design of Learning Environments 1317 Effective Teaching: Examples in History, Mathematics, and Science 1558 Teacher Learning 1909 Technology to Support Learning 206Part IV – Future Directions for the Science of Learning10 Conclusions 23311 Next Steps for Research 248
26
http://www.nap.edu/openbook.php?record_id=6160Slide27
27
How People Learn (HPL)Expertise Implies (Ch. 2):a set of cognitive and metacognitive skillsan organized body of knowledge that is deep and contextualizedan ability to notice patterns of information in a new situationflexibility in retrieving and applying that knowledge to a new problem
Bransford, Brown & Cocking. 1999.
How people learn.
National Academy Press.
HPL FrameworkSlide28
28
Key Resource
http://books.google.com/books?id=N2EfKlyUN4QC&printsec=frontcover&source=gbs_v2_summary_r&cad=0#v=onepage&q=&f=false
28Slide29
29
Understanding by Design Wiggins & McTighe (1997, 2005)
Stage 1. Identify Desired Results
Stage 2. Determine Acceptable Evidence
Stage 3. Plan Learning Experiences
and Instruction
Overall:
Are the desired results, assessments, and learning activities ALIGNED?
From: Wiggins, Grant and
McTighe
, Jay. 1997.
Understanding by Design
. Alexandria, VA: ASCDSlide30
Backward Design
Context
Content
Assessment
Pedagogy
C & A & P
Alignment?
End
Start
Yes
No
Understanding by Design (Wiggins &
McTighe
, 2005)
Content-Assessment-Pedagogy (CAP) Design Process Flowchart
30
Streveler, Smith & Pilotte (2012)Slide31
Understanding by Design vs.
Engineering Design
Identify the Desired Results
Determine Acceptable Evidence
Plan Learning Experiences
Are the desired results, assessments, and learning activities ALIGNED?
Develop or use established metrics to measure against outcomes
Determine requirements/
specifications
Plan and develop process,
system, etc. to implement
31Slide32
Bransford
, Vye and Bateman – Creating High Quality Learning Environments Slide33
Students prior knowledge can help or hinder learning
How student organize knowledge influences how they learn and apply what they knowStudents’ motivation determines, directs, and sustains what they do to learnTo develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Goal-directed practice coupled with targeted feedback enhances the quality of students’ learningStudents’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning
To become self-directed learners, students must learn to monitor and adjust their approach to learningSlide34
34
34Related Integrated Course Design ModelFink, L.D. 2003.
Creating significant learning experiences: An integrated approach to designing college courses
.
Jossey
-Bass
Fink, L.D. 2003. A Self-Directed Guide to Designing Courses for Significant Learning. http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdfSlide35
35
35
A Self-Directed Guide to Designing Courses for Significant Learning
L. Dee Fink. 2003.
Creating significant learning experiences
. Jossey-Bass.Slide36
Your turn
Review your course syllabusand Select a topic, class session or learning module you would like to (re)design especially by incorporating cooperative learning36Slide37
37
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.
Pace: Too slow 1 . . . . 5 Too fast
Relevance: Little 1 . . . 5 Lots
Instructional Format: Ugh 1 . . . 5 AhSlide38
Q4 – Pace: Too slow 1 . . . . 5 Too fast (
2.8)Q5 – Relevance: Little 1 . . . 5 Lots (3.6)Q6 – Format: Ugh 1 . . . 5 Ah (3.9)
Clarkson University –
Session 1
(6/3/13)