Download - CIRTL Class Meeting 6: Cooperative Learning
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What do you see?
1 Peer Instruction
collegeclassroom.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]
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The College Classroom – Spring 2015
Class Meeting 6: Cooperative Learing
Dave Gross dgross@ biochem.umass.edu
Thursday, March 5, 2015
1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT
Peter Newbury
@polarisdotca
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Objectives for Today
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By the end of today’s session you will be able to
explain to a colleague what constitutes collaborative learning
outline the different levels of collaborative learning in the classroom
design teams for collaborative learning
describe how collaborative, peer learning fits into the scheme of backward design
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active learning
cooperative
learning
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What do you see?
5 Peer Instruction
collegeclassroom.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]
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What do you see?
6 Peer Instruction - collegeclassroom.ucsd.edu
2013–2014 Higher Education Research Initiative (HERI)
Faculty Survey of 16,112 full-time faculty at 269 four-year
colleges and universities [2]
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Cooperative Learning[3]
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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)
Cooperative Learning requires 1) multiple students
learning the same material and 2) a positive social
interdependence of the students’ learning efforts.
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Uses of small groups
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Casual Use
Frequent Use: Cooperative Learning
Transformative Use: Team-Based Learning
L. Dee Fink, “Beyond Small Groups” in Team-Based
Learning, Ed. L.K. Michaelson, A. B. Knight, & L. D.
Fink, Stylus Publishing, Sterling, VA (2004)
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Uses of small groups
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Casual Use
“Turn to the student next to you and talk about…”
Ad hoc, little or no advance planning
No grading, group composition, fit to course
structure
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Uses of small groups
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Casual Use
Frequent Use: Cooperative Learning
Carefully planned and structured group activities
Small group activities added to preexisting course
materials
Attention to: accountability, group formation,
student roles, etc.
No structural changes for the course are necessary
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Uses of small groups
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Casual Use
Frequent Use: Cooperative Learning
Transformative Use: Team-Based Learning
Small group work is the primary in-class activity
Procedures are needed to support “groups” into
higher performing “teams”
Employ teams to enhance in-class learning
Often requires a change in the course structure
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Keys to successful cooperative learning
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If you choose to use cooperative learning so that students
learn how to work effectively as a team,
you need to teach the students
how to work effectively as a team
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Keys to successful cooperative learning
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If you choose to use cooperative learning so that students learn how 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 and negative team member traits
team-building, management, conflict-resolution skills
how to remain inquiry-based: asking questions of each other, making recommendations, receiving feedback
how to make effective, professional presentations to the whole group
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Constructive & Destructive Group Behaviors
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Cooperating: Is interested in the views and perspectives of the other group members and is willing to adapt for the good of the
group.
Clarifying: Makes issues clear for the group by listening, summarizing and focusing discussions.
Inspiring: Enlivens the group, encourages participation and progress.
Harmonizing: Encourages group cohesion and collaboration. For example, uses humor as a relief after a particularly difficult
discussion.
Risk Taking: Is willing to risk possible personal loss or embarrassment for the group or project success.
Process Checking: Questions the group on process issues such as agenda, time frames, discussion topics, decision methods,
use of information, etc.
Dominating: Takes much of meeting time expressing self vies and opinions. Tries to take control by use of power, time, etc.
Rushing: Encourages the group to move on before task is complete. Gets “tired” of listening to others and working as a group.
Withdrawing: Removes self from discussions or decision making. Refuses to participate.
Discounting: Disregards or minimizes group or individual ideas or suggestions. Severe discounting behavior includes insults,
which are often in the form of jokes.
Digressing: Rambles, tells stories, and takes group away from primary purpose.
Blocking: Impedes group progress by obstructing all ideas and suggestions. “That will never work because…”
Brunt, Facilitation Skills for Quality Improvement, Quality
Enhancement Strategies, Madison WI 53715 (1993)
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Team building
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We’ll model a team-based class today. First we will form
out teams randomly. (That’s bad.)
Then let’s find out what sorts of group behaviors our team
members have.
Break out into rooms and discuss your own constructive
and destructive behaviors. Spend about 6 minutes doing
this.
Remember your room – that’s your team for the day.
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Constructive & Destructive Group Behaviors
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Cooperating: Is interested in the views and perspectives of the other group members and is willing to adapt for the good of the
group.
Clarifying: Makes issues clear for the group by listening, summarizing and focusing discussions.
Inspiring: Enlivens the group, encourages participation and progress.
Harmonizing: Encourages group cohesion and collaboration. For example, uses humor as a relief after a particularly difficult
discussion.
Risk Taking: Is willing to risk possible personal loss or embarrassment for the group or project success.
Process Checking: Questions the group on process issues such as agenda, time frames, discussion topics, decision methods,
use of information, etc.
Dominating: Takes much of meeting time expressing self vies and opinions. Tries to take control by use of power, time, etc.
Rushing: Encourages the group to move on before task is complete. Gets “tired” of listening to others and working as a group.
Withdrawing: Removes self from discussions or decision making. Refuses to participate.
Discounting: Disregards or minimizes group or individual ideas or suggestions. Severe discounting behavior includes insults,
which are often in the form of jokes.
Digressing: Rambles, tells stories, and takes group away from primary purpose.
Blocking: Impedes group progress by obstructing all ideas and suggestions. “That will never work because…”
Brunt, Facilitation Skills for Quality Improvement, Quality
Enhancement Strategies, Madison WI 53715 (1993)
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Constructive & Destructive Group Behaviors
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How would you characterize yourself?
A) Cooperating
B) Clarifying
C) Harmonizing
D) Risk Taking
E) Process Checking
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Constructive & Destructive Group Behaviors
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How would you characterize yourself?
A) Blocking
B) Digressing
C) Dominating
D) Rushing
E) Withdrawing
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Team creation
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How should one form teams?
Should they be permanent?
What to do about the add/drop period early in the term?
Screen shot from “Teaching Untethered”, Olga Kyle, UMass IT
https://vimeo.com/114704516
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Team creation
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How should one form teams?
Randomly
Student-formed
Instructor-designed
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Team creation
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Based on what the literature says:
1. Instructor-designed, maximizing diversity
2. Randomly
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Team creation
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Based on what the literature says:
1. Instructor-designed, maximizing diversity
2. Randomly
Based on what my preliminary in-class research says:
1. Student-formed
2. Instructor-designed, maximizing diversity
3. Randomly
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Ways to design teams:
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Survey students prior to formation
Gender (or gender ID)
English as first language
Ethnicity
Course-relevant background
Group style (leader, creator, organizer, facilitator)
Obtain student data from the institution
Conga line (first Seniors, then Juniors,..., then Chem
majors, then Biology majors,…) and count off
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Teams in my two PChem sections
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8:30 – Student-formed teams (73.0)
10:00 – Instructor-designed (65.5)
Group style (leader, creator, organizer, facilitator)
Course-relevant background
Gender (no single-female teams)
English (no single non-native speakers)
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Team creation
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How should one form teams?
Should they be permanent?
What to do about the add/drop period early in the term?
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Stages of team development
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Stage 1: Forming (independence, group leadership)
Stage 2: Storming (conflict, fear of failure)
Stage 3: Norming (cohesion, shared leadership, data flow)
Stage 4: Performing (true interdependence, dynamic adjustment)
Stage 5: Adjourning (disengagement, minor crisis)
Tuckman, B. (1965) Developmental Sequence in Small Groups.
Psychological Bulletin, 63, 384-399.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group
Development. Group and Organizational Studies, 2, 419-427.
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Team creation
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How should one form teams?
Should they be permanent?
What to do about the add/drop period early in the term?
Form teams after the first or second class meeting
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Individual vs. team accountability
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Grades provide a strong incentive for students, and can form the best way to have individual students be accountable for
their learning, both individual and cooperative.
Individual grades Exams
Classroom participation
Homework
iRAs
Team grades Shared projects
Team presentations
Peer evaluations
tRAs “staged assessments”
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Staged exams with teams
29
A useful active learning assessment/learning tool in a
team-based classroom is the staged exam
iRAT/tRAT – individual assessment followed by
same assessment done by the team
Activity Advantage Disadvantage
Clicker answers Rapid feedback Cost, forget clicker
Scan forms Rapid feedback Messy, costly for scanner
Paper Cheap, reliable Slow feedback, lost papers
Online quiz Rapid feedback Computing device necessary
IF-AT Rapid feedback Expensive, messy
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Immediate Feedback Assessment
Technique (IF-AT)
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The “Jigsaw”
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With permanent teams, it can be useful to alter the
team dynamic from time to time
A technique to do that while providing a learning
activity is the jigsaw
In essence, the teams rearrange themselves to become
expert in one area, and then reform to bring their
expertise together
A B Z …
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The “Jigsaw”
32 Peer Instruction - collegeclassroom.ucsd.edu
With permanent teams, it can be useful to alter the
team dynamic from time to time
A technique to do that while providing a learning
activity is the jigsaw
In essence, the teams rearrange themselves to become
expert in one area, and then reform to bring their
expertise together
A B Z …
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Let’s do a jigsaw
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Go back to your original team rooms
Start counting with the team room number
Next person adds one
And so on until you get to 7. Start over at 1.
Then we’ll reassemble and you will go to the team
room that you have counted.
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Course: “The National Parks”
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Go to your new rooms and become experts on different
national parks
Room 1: Gates of the Arctic
Room 2: Isle Royal
Room 3: Great Sand Dunes
Room 4: Mammoth Cave
Room 5: Wind Cave
Room 6: Dry Tortugas
o What state?
o When created?
o Who created?
o Size?
o How many visitors annually?
o Primary attraction?
o Average temperature?
Spend 14 minutes or so to gather your data, then we’ll return to the main room
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Course: “The National Parks”
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Go to your new rooms and become experts on different
national parks
Room 1: Gates of the Arctic
Room 2: Isle Royal
Room 3: Great Sand Dunes
Room 4: Mammoth Cave
Room 5: Wind Cave
Room 6: Dry Tortugas
Now go to your home team rooms and write a question that our class might have on an exam. It should pull together your expertise. Aim high, Bloom’s-wise. Take about 10 minutes, then we’ll come back.
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Monitoring the teams
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Let teams hash out their constructive and destructive
behaviors early on
Teams write “contracts” that they sign
Teams decide on good team member attributes early in
the semester
Peer reviews that count for points that are based on the
attributes
Revisit team expectations during the term
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What to watch for
and what to do about it
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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
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Team activities
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Team activities
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Next week: Peer Instruction part 2
Class Meeting 7
March 12, 2015
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References
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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. Brunt, Facilitation Skills for Quality Improvement, Quality Enhancement Strategies,
Madison WI 53715 (1993)
5. 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.
6. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University
Press.