The College Classroom Week 6 - Cooperative Learning


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College Classroom Week 6
February 13, 2013

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The College Classroom Week 6 - Cooperative Learning

  1. 1. Week 6: Cooperative Learning The College Classroom February 13, 2013 Please form islands of 3-4 students around a whiteboard.
  2. 2. Teaching Statements Schedule 2 By midnight on Monday, Feb 18: first draft written as a Google doc, shared and linked (see Week 6 hw post for details.) Tuesday, Feb 27: give feedback on teaching statements you‟ve been assigned to peer review Tuesday, Mar 5: make revisions based on peers‟ #tccucsd
  3. 3. Teaching Statement Advice: 3  Primarily undergraduate institutions (PUIs): Make it easy on the reader  They have hundreds, make them want to read on  Structure to support skimming  Give yourself a “handle” for them to remember  Research-Focused: Differentiate yourself  Entire statement will be read  Realize they know less than you  Don‟t insult #tccucsd
  4. 4. First paragraph 4  What is one thing you want them to remember about you: put it in bold  If you have instructor of record experience put it here  Keep personal motivation fluff to minimum  Don‟t insult them (mentioning specific negative personal education experiences) You need a kick a** first paragraph! #tccucsd
  5. 5. General Tips (1/2)5  Be specific rather than general: For topic X (feedback?)  Start with an experience you had (preferably as instructor/TA)  Use to lead into: In my classes, providing timely and specific feedback designed according to best practices to support learning [ref]…”  Use references to well-known work (see page +2) This shows you are a reflective teacher who will continually #tccucsd
  6. 6. General Tips (2/2) 6  Don‟t turn off/admonish the reader  “I did that yesterday!?!?”  Last paragraph list specific courses at THAT school you are  Most interested in teaching  Also interest in teaching  (At a PUI you are replacing a specific someone – the more you can target that, the better)  Do care about formatting the document (full just., readable font, your name in header,…) #tccucsd
  7. 7. References to use: But don‟t 7 expect people to know the material  How People Learn: Brain, Mind, Experience and School (Bransford)  How Learning Works (e.g., feedback chapter)  Papers we have read/theories/people  Dweck – growth mindsets  Eric Mazur – peer instruction  Current hot reports:  PCAST: Undergraduate STEM Education Report  AAU: Undergraduate STEM Education Initiative  HERI: Higher-ed faculty #tccucsd
  8. 8. Cooperative Learning 8 Strategies PBL – problem-based learning POGIL – process-oriented guided inquiry learning PLTL – peer-led team learning PI – peer instruction Why are we talking about these today? #tccucsd
  9. 9. 2010–2011 Higher Education Research Initiative (HERI) Faculty 9 Survey [1]  published October 23, 2012  based on responses from 23,824 full-time faculty at 417 four-year colleges and universities  “faculty member” = any employee of an accredited 4-year college or university who spend at least some of his or her time teaching #tccucsd
  10. 10. What do you see? #tccucsd
  11. 11. What do you see? 11 Identify the most interesting item in Table 1. Record your thoughts on the whiteboard and be prepared to share your group‟s #tccucsd
  12. 12. What do you see? #tccucsd
  13. 13. What do you see? #tccucsd
  14. 14. What do you see? #tccucsd
  15. 15. HERI: Cooperative Learning 15 [C]ooperative learning is a teaching practice that has the most well-defined literature base, and research consistently has revealed positive effects of cooperative learning on student achievement across experimental and quasi-experimental studies on college students. ([1], p. 8) #tccucsd
  16. 16. HERI: Cooperative Learning 16 It is important to note, however, that we see the starkest gender gaps across fields in faculty’s use of cooperative learning. The majority of women in all other fields (71.8%) use cooperative learning techniques in all or most of their courses, and it is encouraging that 60.3% of women teaching in STEM use cooperative learning in the classroom, a figure that exceeds both men in STEM (40.7%) and men in all other fields (52.6%). ([1], p. 8) #tccucsd
  17. 17. Cooperative Learning 17 Strategies PBL – problem-based learning PBL is driven by the premise that basic science concepts will be understood and remembered longer when they are learned, discussed, and applied in a practical, real-world context. An essential and distinctive feature of the approach is that problems come first and introduce content, rather than problems following a presentation of facts and concepts. Students learn on a need-to-know basis by group-directed exploration with the idea that they gain experience on the way to becoming self-directed learners.[Eberlein et al. [2]] POGIL – process-oriented guided inquiry learning Students work in self-managed teams during class on specially designed materials. These activities consist of a series of carefully crafted questions (the „„guided inquiry‟‟) that generally follow the three-phase „„learning cycle‟‟ approach [14–17] which includes an exploration phase, a concept invention phase, and an application phase. [2] #tccucsd
  18. 18. Cooperative Learning 18 Strategies PLTL– peer-led team learning peer-led groups meet weekly (separate from the lecture and the instructor) to work together on problems that are carefully structured to help students build conceptual understanding and problem-solving skills. [2] PI – peer instruction a class taught with PI is divided into a series of short presentations, each focused on a central point and followed by a related conceptual question which probes students‟ understanding of the ideas just presented. Students are given one or two minutes to formulate individual answers and report their answers to the instructor. Students then discuss their answers with others sitting around them; the instructor urges students to try to convince each other of the correctness of their own answer by explaining the underlying reasoning. Finally, the instructor calls an end to the discussion, polls students for their answers again (which may have changed based on the discussion), explains the answer and moves onto the next topic. [Crouch & Mazur [3]] #tccucsd
  19. 19. Key ideas 19  not just constructivism but social constructivism  PXnL activities and PI “intentionally create learning environments…” [1, p. 263]  assigned roles  POGIL: rotating manager, spokesperson, recorder, strategy analyst [5]  PBL: #tccucsd
  20. 20. A constructivist B led by instructor C can occur during class D students prepare before activity E real-world problems F peer facilitators G large groups (6-10 students) 20 H #tccucsd
  21. 21. Ease of implementation 21 Rank the 4 cooperative learning activities PBL POGIL PLTL PI by ease of implementation (how hard they are for the facilitator to carry out) 1 = easiest … 4 = hardest When your group has reached consensus, write your rankings on the #tccucsd
  22. 22. Ease of implementation 22 Group PBL POGIL PLTL PI 1 2 3 4 5 6 7 8 9 10 #tccucsd
  23. 23. Communication 23 All of the [cooperative learning techniques] emphasize communication of conceptual understanding of course content. (Eberlein et al., p. 269) What about MOOCs ? #tccucsd
  24. 24. What is a MOOC? by Dave Cormier @davecormier 24 From the video: A MOOC is a step on road to life long learning. It  promotes independence among learners  encourages participants to work in own spaces  creates authentic networks that last beyond the course How do we design a MOOC so this happens? #tccucsd
  25. 25. MOOCs25  xMOOC Participants watch video lecture, complete assignments, learn about a subject or skill.  cMOOC – connectivist MOOC The course is developed with a weak ‘centre’. While will provide a level of aggregation, detail, and direction, the majority of interactions are likely to occur within groups & networks, facilitated through various online spaces & #tccucsd
  26. 26. MOOCs 26 Educators who care about student-centered, cooperative learning are building interaction and communication into their MOOCs.  if you do nothing, it will happen “organically” (on it‟s own) but maybe only by/with/for higher-achieving students  cannot assume students know how to build and participate in an online community:  set it up for them  coach them how to use #tccucsd
  27. 27. MOOCs 27 Interested in learning more about MOOCs?  education/moocs/ @derekbruff  @courosa #etmooc (educational technology MOOC) #tccucsd
  28. 28. 28 Next Week: Improving the classroom climate: They’re not dumb, they’re different.
  29. 29. References29 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. 2. Eberlein, T. Kampmeier, J., Minderhout, V. Moog, R.S., Platt, T., Varma-Nelson, P., & White, H.B. (2008). Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 4, 262–273. 3. Crouch, C.H., & Mazur, E. (2001) Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 9, 970– 977. 4. #etmooc Massive Open Online Course on Educational Technology & Media #tccucsd 5. Hanson, D.M. (2006). Instructor’s Guide to Process-Oriented