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16 tarek18


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Community college learners are a varied and unpredictable group. Research revealed that students from diverse cultural and ethnic backgrounds learn materials better through group-based, active, and collaborative learning pedagogies. With the adoption of team teaching approaches, the students were exposed to other team members within the same group in learning of the core computing concepts. Besides, the team teaching came out to be an inclusive pedagogy, which also addressed the issues relating to Culturally Responsive Teaching (CRT). The team teaching pedagogies adopted were particularly suitable in teaching of the core computing courses at a community college setting where a majority of the in-coming freshmen have absolutely null to very little background of the fundamental knowledge in computing. The reason for adopting group-based active learning approaches in teaching of the community college computing courses was discussed elaborately. Then, beginning within an introduction to varied group-based active learning approaches targeted to computing courses, the benefits rendered through each one of the seven different group learning pedagogies were discussed in detail.

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16 tarek18

  1. 1. Ahmed Tarek Montgomery College Rockville Campus, MD 20850, USA AFACCT ‘18 Conference, Anne Arundel Community College SESSION 1.6. Thursday, January 11, 2018 9:00 AM - 10:00 AM, Room No: CRSC 255 Benefits of Active, Group-based Learning Approach to Community College Computing Courses
  2. 2. Presentation Outline Discussion Topics Why to take Active Learning & Group-based Active Learning Approach for Community College Computing Learners Group-based Active Learning Pedagogies Discussion and Feedback from the Colleagues Question and Answer Session
  3. 3. Group-based Active Learning Approaches Following Team Active Learning Techniques are considered for this presentation Semester Group Project with presentation In-class Group Assignment In-class Group Quiz Modified Group Share Learning Team Rotation Weekly Team Meeting Weekly Team-Pair-Share
  4. 4. Why Group-based Active Learning? -Motivations behind Group Active Learning  As a Community College entity, we strongly practice Diversity & Inclusion  Our Computing student-body includes diverse, multi- cultured and under-represented student minority  As Computing faculty members, we feel obligated to help them learn the materials, faster, easily, and in a more efficient and effective way in a Co-operative/ Collaborative Environment • Research reveals that diverse, multi-cultured student population learn computing materials faster, and better through Group-based Active learning approaches compared to the traditional lecture only styles of teaching
  5. 5. Why Group-based Active Learning? -Motivations behind Group Active Learning - Continued  Team Teaching is an effective, popular approach in Modern Pedagogy  Research reveals that with Team Teaching Approaches, students learn better, and take more interest in learning  Team Teaching is particularly effective in a diverse Community College environment, such as at MC  Also, Team Teaching can effectively be aligned with MC’s three pillar stones of Learning Foundations – • Discover the Team Teaching Active Learning Approach • Adjust it to your Computing Class Environment • Assess the success of the Group-based Active Learning Technique
  6. 6. Why Group-based Active Learning? -Motivations behind Group Active Learning - Continued  With Team Teaching Pedagogy/Instruction, difficult contents get easier for the students who are learning, and sharing in an Active Collaborative Learning environment  Research reveals that with Active Group Learning Pedagogy, students take more interest together with their classmates in learning of the materials  For certain courses, or course materials, group active learning approach is the most effective way to deliver the instructional content  Also, Team Teaching can effectively be aligned to the skills, and expertise of the individualized members within a team – such as, in a team, if someone is weak in writing code but skilled in writing report, he/she may assume that part of the responsibility, whereas a peer strong in coding may code for the project
  7. 7. Benefits of Group-based Active Learning Approach  Possible to group students together according to their learning behavior or learning pattern  Possible to combine accelerated students to relatively slow paced learners  Possible to group students together according to their Cultural Orientation – supports Culturally Responsive Teaching  Possible to group students according to their avenues of interest  Possible to group students according to their academic major, and academic background
  8. 8. Semester Long Group Project Students work in groups of 3 to 4 team peers on an assigned topic for couple of weeks • Students write code using an existing algorithm, and also express their innovative ideas through heuristics in computing • Students sort out factual data, apply analytical tools and techniques to write the project report • They accelerate peer-to-peer networking by meeting in groups outside of the class for working on the group project • Students take turn within groups to make their final project presentation to the entire class
  9. 9. Semester Long Group Project Benefits: • Students create their own groups of 3 to 4 peers ‒Better chance for them to create groups based on cultural similarities, academic interest, and majors • Helps with peer-to-peer network building abilities • Students may share critical ideas and knowledge • Enhances critical thinking within a group • Learning of the related concepts become easier
  10. 10. Semester Long Group Project Benefits Continued: • Promotes focused concentration as a group on a selected topic • Students are exposed to group knowledge sharing in making decision on how to solve the problem best • Students learn to apply Structured Problem Solving approach through a systematic solution to the given problem
  11. 11. In-class Group Assignment Students are given a computer-based algorithmic problem to solve on computers in groups of 2 to 3 students based on the discussion content, and the presented topic during the class. They are allocated with time limits to solve the given problem (for instance, 15 minutes for an in-class problem). The problem sizes are reasonable enough to be completed within the allocated time frame. They are provided with outlines to solve the problem Benefits: • Implants Structured Problem Solving Approach in student thinking • Students may work in groups of 2 to 3 peers on a single workstation that saves their time
  12. 12. In-class Group Assignment Benefits Continued: • Students apply Critical Thinking to computer-based problem solving as a team • Enhances and empowers the computer-based problem solving skills • Helps remember the discussed materials, and the related problems during the in-class discussion session better • Aids in better understanding of the discussed topics • Benefits with related quizzes, homework assignments, and the programming projects
  13. 13. In-class Group Quiz Students are subdivided into groups based on their seating rows Usually there are 4 seating-based row groups in a classroom of size 24 The instructor initiates the group quiz session towards the end of the class – students response in groups based on the seating rows Professor typically asks 9 to 10 short, objective type questions based on the day’s discussions, and initiates a competition to see which group could answer most of the questions first Finally, the professor delivers judgement as per the winning group
  14. 14. In-class Group Quiz Benefits: • Accelerates competitive problem solving skills • Enhances group co-operation as well as group collaboration • Helps to clarify topics based on the day’s discussion • Promotes critical thinking abilities • Students pay better attention to the day’s topics of discussion • Relatively weaker students have better chance to share information, and knowledge with the relatively skilled students in answering the Group Quiz Questions.
  15. 15. Modified Group Share Learning The instructor assigns a computer-based computing problem to the class based on the day’s discussion Students solve the problem on workstations in groups of 2 to 3 students Professor randomly selects a group to share their solution to the entire class The instructor next randomly asks other groups as per how the problem may be solved differently, or what are the changes that may be made to the computer-based solution or the presented program to make it more efficient computationally!
  16. 16. Modified Group Share Learning Benefits: • Students realize that the computer-based algorithmic solution to a computational problem is not unique ‒ Multiple solutions may be available to solve the same computational problem more efficiently using computers • Accelerates Critical Thinking Skills among classroom students • Promotes Structured Problem Solving skills • Brain Storming - Groups share, and exchange knowledge on different possible solutions to the same given problem
  17. 17. Modified Group Share Learning Benefits Continued: • Accelerates, and enhances skills pertaining to writing codes for implementing the computer algorithms • Helps in learning how to optimize code, and how to optimize computer-based solutions in an introductory level computing course • Improves Group Problem Solving skills
  18. 18. Team Rotation  Suitable for teaching Project-oriented courses  With this approach-  The class is divided up into a number of project groups  All groups are assigned with the same semester long project  Each week, a group presents with their present status of the project for a period of the allocated class time  For instance in a 2 hour and 30 minutes long weekly class, a team may present for 15 minutes towards the end of the class  Members of the other teams listen to the team project presentation of the group, and provide with their inputs
  19. 19. Team Rotation Benefits: • Other teams may receive update on where they are standing with the team semester project, and may align themselves to pace up or to keep in pace • Based on the feedback provided, the team presenting may improve / update their project • With the input received from other teams, this approach initiates Critical Thinking among the team members that are presenting
  20. 20. Team Rotation Benefits Continued: • Helps in Brain Storming with project groups presenting • Since the cycle repeats once all teams have presented, with the team presenting a second time, may update on modifications or the suggested improvements to the entire class
  21. 21. Weekly Team Meeting  Suitable for teaching Project-oriented Core Computing Courses (CCC)  With this approach-  The class is divided up into a number of project groups for any assigned project  Each group with the assigned project meets with the Professor during his/her office hour for a brief period of time each week (for instance, each team meets for 10 minutes each week)  The team updates the professor on the current progress with their assigned project  For example, how the project is coming up, whether the team has any difficulty with any part of the project, the possible suggestions for further progress, etc.  Based on the team’s current standing with the project, the Professor delivers his/her input to the team
  22. 22. Weekly Team Meeting Benefits: • Teams work on the assigned project on a regular basis as they are required to update the professor during each week, on the progress of the project • Based on the feedback provided by the course professor, the teams may update / prepare the project as to adhere to the specificity, and the guidelines of the assigned project • Student-Faculty Interaction, Communication, and Collaboration improves
  23. 23. Weekly Team Meeting Benefits Continued: • Groups may easily meet with the established deadline for the project without much difficulties due to the regularities imposed • Relatively weaker teams get better opportunities for more faculty involvement, and guidance
  24. 24. Weekly Team-Pair-Share  Suitable for Project-based Community College Computing (CCC) courses  With this approach-  The class is divided up into an even number of project groups for any assigned project  Each project group meets in rotation with every other project group once each week outside of the classroom for about 30 minutes to an hour  If there are n = 2k number of project groups, where k is a positive integer, then each week there will be k team-pair-share meetings for the entire class
  25. 25. Weekly Team-Pair-Share (Continued)  Each team share their strategies for solving the assigned project problem as well as the current progress on the project, any new approach that they came up with, or is using, etc.  Each team keeps the individualized team members’ attendance record for all team peers from the team that they are meeting during any specific week  Also, each team summarizes their team-pair- share meeting outcomes for the week in the form of a short report that they turn in to the supervising professor towards the beginning of the next class
  26. 26. Weekly Team-Pair-Share Benefits: • If a group is lagging behind, then the team may pace up based upon the interaction with other teams • Initiates critical thinking among the team members as per as solving the project problem upon regular, weekly interaction with other teams • Helps in brain storming among the team members during team-pair-share meeting • Helps the teams / groups meet the established deadline easily
  27. 27. Weekly Team-Pair-Share Benefits - Continued: • Relatively weaker teams get better opportunities for catching up with the other teams • Students in a group take more interest in participating, and completing the project successfully! ‒This is to avoid any fear of failure due to lagging behind or incomplete project, as they are required to meet with all other teams in their class in rotation, exchange ideas, and update on progress ‒Their regular attendance is kept by other teams
  28. 28. Weekly Team-Pair-Share Benefits - Continued: • The Weekly Progress Report Component helps each team to track their most recent team progress • Also, the Weekly Progress Report helps the Supervising Professor track progress of each individualized team in each week
  29. 29. Summary of Presentation  In this presentation on Group-based Active Learning Pedagogy, I have explored a number of new, and innovative Team-Teaching Active Learning Techniques  Following Group-based Active Learning Approaches are presented, and discussed with the audience • Semester Group Project with Presentation • In-class Group Assignment • In-class Group Quiz • Modified Group Share Learning • Team Rotation • Weekly Team Meeting • Weekly Team-Pair-Share
  30. 30. Summary of Presentation - Continued  Each one of the approaches presented here is associated with a set of benefits  Which approach or the combined approaches to be used for a specific computing classroom setting depends on the relevant determining factors, such as-  The topics covered  Course syllabus  Enrolled student standing, student majors, cultural background, etc.  Class meeting time allocated
  31. 31. Overall Discussion & Feedback from Faculty Colleagues  I would Welcome any feedback, comment or discussion from my faculty colleagues on any one of the active team teaching approaches that I have presented today!  Some of the approaches presented may be specific to the Discipline as well!
  32. 32. Questions?