David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
5 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Cooperative learning in Indian classroom teaching and learning processDr. Geetika Saluja
Correlation of concept of UBUNTU with CL
What is CL
Elements of CL
Why should one use CL in Indian Classroom
How is CL different from regular group work
Types of Classrooms and students role in it
Orientation to students for CL
Using Role cards in CL classrooms
What management techniques can be used in CL classrooms
Integration of development of social skills along with content development in CL classrooms
Evaluation of task in CL classrooms
Combination of various CL techniques that can be used in Indian classrooms
Educator Dr Geetilka Saluja's reflection of her CL classrooms
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Cooperative learning in Indian classroom teaching and learning processDr. Geetika Saluja
Correlation of concept of UBUNTU with CL
What is CL
Elements of CL
Why should one use CL in Indian Classroom
How is CL different from regular group work
Types of Classrooms and students role in it
Orientation to students for CL
Using Role cards in CL classrooms
What management techniques can be used in CL classrooms
Integration of development of social skills along with content development in CL classrooms
Evaluation of task in CL classrooms
Combination of various CL techniques that can be used in Indian classrooms
Educator Dr Geetilka Saluja's reflection of her CL classrooms
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Self Learning, Cooperative and Collaborative LearningJagrati Mehra
This PPT contains definition, benefits and limitations of Self Learning, Cooperative & Collaborative Learning. Also it contains difference between Cooperative Learning & Collaborative Learning.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
Introduction to the Structural Approach to Cooperative LearningPAYAM SHOGHI
Here is a presentation that presents an introduction to the structural approach to cooperative learning, a very effective and versatile approach through which classroom teaching-learning sessions can come alive and be made more student-centered.
Cooperative learning in school education teaching techniques and strategies f...Rajeev Ranjan
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8).
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8).
In Cooperative Learning Classroom teaching goals are:-
1. To provide opportunities for natural way of learning through the use of interactive pair and group activities
2. To provide opportunities for learners to develop successful learning and communication strategies
3. To enhance learner motivation and reduce learner stress to create a positive affective classroom climate
Rajeev Ranjan
www.rajeevelt.com
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Self Learning, Cooperative and Collaborative LearningJagrati Mehra
This PPT contains definition, benefits and limitations of Self Learning, Cooperative & Collaborative Learning. Also it contains difference between Cooperative Learning & Collaborative Learning.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
Introduction to the Structural Approach to Cooperative LearningPAYAM SHOGHI
Here is a presentation that presents an introduction to the structural approach to cooperative learning, a very effective and versatile approach through which classroom teaching-learning sessions can come alive and be made more student-centered.
Cooperative learning in school education teaching techniques and strategies f...Rajeev Ranjan
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8).
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8).
In Cooperative Learning Classroom teaching goals are:-
1. To provide opportunities for natural way of learning through the use of interactive pair and group activities
2. To provide opportunities for learners to develop successful learning and communication strategies
3. To enhance learner motivation and reduce learner stress to create a positive affective classroom climate
Rajeev Ranjan
www.rajeevelt.com
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
In Recent approach toward implementation of NEP2020 , Teachers are required to improve their skill sets. Collaborative Learning is suggested approach which will lead the Teachers with the understanding and implementing the Teaching -learning pedagogy.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
CIRTL Class Meeting 6: Cooperative Learning
1. 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]
2. 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
pnewbury@ucsd.edu
@polarisdotca
3. Objectives for Today
Peer Instruction - collegeclassroom.ucsd.edu3
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
4. Peer Instruction - collegeclassroom.ucsd.edu4
active learning
cooperative
learning
5. 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]
6. 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]
7. Cooperative Learning[3]
Peer Instruction - collegeclassroom.ucsd.edu7
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.
8. Uses of small groups
Peer Instruction - collegeclassroom.ucsd.edu8
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)
9. Uses of small groups
Peer Instruction - collegeclassroom.ucsd.edu9
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
10. Uses of small groups
Peer Instruction - collegeclassroom.ucsd.edu10
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
11. Uses of small groups
Peer Instruction - collegeclassroom.ucsd.edu11
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
12. Keys to successful cooperative learning
Peer Instruction - collegeclassroom.ucsd.edu12
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
13. Keys to successful cooperative learning
Peer Instruction - collegeclassroom.ucsd.edu13
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
14. Constructive & Destructive Group Behaviors
Peer Instruction - collegeclassroom.ucsd.edu14
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.
RiskTaking: 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, MadisonWI 53715 (1993)
15. Team building
Peer Instruction - collegeclassroom.ucsd.edu15
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.
16. Constructive & Destructive Group Behaviors
Peer Instruction - collegeclassroom.ucsd.edu16
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.
RiskTaking: 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, MadisonWI 53715 (1993)
17. Constructive & Destructive Group Behaviors
Peer Instruction - collegeclassroom.ucsd.edu17
How would you characterize yourself?
A) Cooperating
B) Clarifying
C) Harmonizing
D) RiskTaking
E) Process Checking
18. Constructive & Destructive Group Behaviors
Peer Instruction - collegeclassroom.ucsd.edu18
How would you characterize yourself?
A) Blocking
B) Digressing
C) Dominating
D) Rushing
E) Withdrawing
19. Team creation
Peer Instruction - collegeclassroom.ucsd.edu19
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
20. Team creation
Peer Instruction - collegeclassroom.ucsd.edu20
How should one form teams?
Randomly
Student-formed
Instructor-designed
21. Team creation
Peer Instruction - collegeclassroom.ucsd.edu21
Based on what the literature says:
1. Instructor-designed, maximizing diversity
2. Randomly
22. Team creation
Peer Instruction - collegeclassroom.ucsd.edu22
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
23. Ways to design teams:
Peer Instruction - collegeclassroom.ucsd.edu23
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
24. Teams in my two PChem sections
Peer Instruction - collegeclassroom.ucsd.edu24
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)
25. Team creation
Peer Instruction - collegeclassroom.ucsd.edu25
How should one form teams?
Should they be permanent?
What to do about the add/drop period early in the term?
26. Stages of team development
Peer Instruction - collegeclassroom.ucsd.edu26
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.
27. Team creation
Peer Instruction - collegeclassroom.ucsd.edu27
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
28. Individual vs. team accountability
Peer Instruction - collegeclassroom.ucsd.edu28
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”
29. 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
Peer Instruction - collegeclassroom.ucsd.edu
31. The “Jigsaw”
31 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…
32. 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…
33. Let’s do a jigsaw
33 Peer Instruction - collegeclassroom.ucsd.edu
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.
34. Course: “The National Parks”
34 Peer Instruction - collegeclassroom.ucsd.edu
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: DryTortugas
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
35. Course: “The National Parks”
35 Peer Instruction - collegeclassroom.ucsd.edu
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: DryTortugas
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.
36. Monitoring the teams
Peer Instruction - collegeclassroom.ucsd.edu36
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
37. What to watch for
and what to do about it
Peer Instruction - collegeclassroom.ucsd.edu37
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
40. Next week: Peer Instruction part 2
Class Meeting 7
March 12, 2015
Peer Instruction - collegeclassroom.ucsd.edu40
41. References
Peer Instruction - collegeclassroom.ucsd.edu41
1. Hurtado, S., Eagan, M. K., Pryor, J. H.,Whang, H., &Tran, S. (2012). Undergraduate
teaching faculty:The 2010–2011 HERI Faculty Survey. LosAngeles: 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. LosAngeles: 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 STEMTeaching” (coursera
MOOC) class.coursera.org/stemteaching-001
4. Brunt, Facilitation Skills for Quality Improvement, Quality Enhancement Strategies,
MadisonWI 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 NationalAcademies Press.
6. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University
Press.