This document discusses team working and provides examples of team building exercises. It defines team working as working cooperatively across cultures and organizations to achieve shared goals. Several levels of team working are described from basic cooperation to creating new opportunities for teams. Example team building exercises are also summarized, including the Helium Stick, Mine Field, Pipeline, and Great Egg Drop activities.
The document provides information about effectively implementing teacher-based teams (TBTs). It discusses the four stages of group development that participants will learn. It also covers Ohio's 5-step process for data-driven instruction that participants will experience and practice. Guidelines for group norms during training are also established.
Successful collaboration and team dynamics at the masters level (1) (1)chandprice
The document discusses strategies for successful collaboration in learning teams at the masters level. It identifies that collaboration improves student learning and retention. It also discusses strategies for handling conflict such as avoidance, accommodation, competition, compromise and collaboration. The document emphasizes that understanding different learning styles and utilizing effective communication skills are important for strengthening team dynamics. It provides examples of components of a successful team such as understanding common goals and having an inclusive decision-making process.
The document discusses teams and teamwork. It defines what makes a collection of people a true team, including having a common purpose and supporting each other. Effective team leadership is participatory rather than autocratic. Developing a good team requires clear goals, the right leadership style, defining roles and skills, and an open and honest atmosphere. High-performing teams share responsibility, focus their energy on common purposes, and are greater than the sum of their individual parts.
This document discusses leading in diverse systems and effective leadership styles. It emphasizes that context is multifaceted and leaders must be able to adjust their style based on the situation. The document introduces Daniel Goleman's six leadership styles and argues the most effective leaders can change styles fluidly based on reading the context and individual/group cues. It also stresses the importance of focusing on elements within a leader's control.
This PPt includes the most important values that should be followed by a student in school. these values include Self- respect, forgiveness, Cooperation, Work ethics, etc.
This document discusses theories and concepts related to effective team building and dynamics. It covers several key ideas:
1. Tuckman's model of group development which outlines stages teams go through such as forming, storming, norming, and performing.
2. Belbin's team roles which identifies common behaviors or styles that individuals bring to teams, such as shaper, implementer, completer-finisher, coordinator, and team worker.
3. Guttman's principles of alignment for high-performing teams which emphasizes having clear objectives, the right people in roles, agreed protocols, and a sense of ownership.
This document discusses team working and provides examples of team building exercises. It defines team working as working cooperatively across cultures and organizations to achieve shared goals. Several levels of team working are described from basic cooperation to creating new opportunities for teams. Example team building exercises are also summarized, including the Helium Stick, Mine Field, Pipeline, and Great Egg Drop activities.
The document provides information about effectively implementing teacher-based teams (TBTs). It discusses the four stages of group development that participants will learn. It also covers Ohio's 5-step process for data-driven instruction that participants will experience and practice. Guidelines for group norms during training are also established.
Successful collaboration and team dynamics at the masters level (1) (1)chandprice
The document discusses strategies for successful collaboration in learning teams at the masters level. It identifies that collaboration improves student learning and retention. It also discusses strategies for handling conflict such as avoidance, accommodation, competition, compromise and collaboration. The document emphasizes that understanding different learning styles and utilizing effective communication skills are important for strengthening team dynamics. It provides examples of components of a successful team such as understanding common goals and having an inclusive decision-making process.
The document discusses teams and teamwork. It defines what makes a collection of people a true team, including having a common purpose and supporting each other. Effective team leadership is participatory rather than autocratic. Developing a good team requires clear goals, the right leadership style, defining roles and skills, and an open and honest atmosphere. High-performing teams share responsibility, focus their energy on common purposes, and are greater than the sum of their individual parts.
This document discusses leading in diverse systems and effective leadership styles. It emphasizes that context is multifaceted and leaders must be able to adjust their style based on the situation. The document introduces Daniel Goleman's six leadership styles and argues the most effective leaders can change styles fluidly based on reading the context and individual/group cues. It also stresses the importance of focusing on elements within a leader's control.
This PPt includes the most important values that should be followed by a student in school. these values include Self- respect, forgiveness, Cooperation, Work ethics, etc.
This document discusses theories and concepts related to effective team building and dynamics. It covers several key ideas:
1. Tuckman's model of group development which outlines stages teams go through such as forming, storming, norming, and performing.
2. Belbin's team roles which identifies common behaviors or styles that individuals bring to teams, such as shaper, implementer, completer-finisher, coordinator, and team worker.
3. Guttman's principles of alignment for high-performing teams which emphasizes having clear objectives, the right people in roles, agreed protocols, and a sense of ownership.
The basics of teamwork and collaboration wbtamusn00
This document discusses teamwork and collaboration. It defines teamwork as a group working together cohesively towards a common goal, creating a positive environment and combining strengths. Collaboration is distinguished as requiring group thinking and equal partnership. The key elements of teamwork are described as communication, coordination, cooperation and collaboration. Benefits of teamwork include more productive meetings, healthier employees, learning and a sense of individual value and achievement.
The team was given a project to create a commercial but failed when the client disliked their concept. Conner took a leadership role without discussion and ignored dissenting opinions. Derek had an alternative idea but did not share it due to group pressures. To be effective, teams must discuss leadership, consider all opinions, and allow individuals to voice dissenting views without fear of isolation.
The document outlines the expectations and responsibilities of coaches in the Middle Leadership Development Programme (MLDP). The key aims of the MLDP are to develop effective middle leaders to improve teaching quality and raise student achievement. Coaches are expected to support participants through each stage of the programme by meeting regularly, reviewing progress on leadership challenges, and using coaching skills like active listening and questioning to facilitate reflection. Coaches will receive ongoing support and training from the MLDP organizers to best support their participants' leadership development goals.
The document discusses techniques for facilitating team building. It defines the differences between a group and a team, and describes the stages of team building including forming, storming, norming, and performing. Several approaches and exercises for team building are presented, such as setting goals, problem solving exercises, and trust exercises. Examples of specific team building activities are provided, like the blind numerical order exercise, all tied up activity, and build a car exercise. The goals of team building are also summarized, such as improving communication, motivation, and productivity.
Short PowerPoint I put together which I use in the first tutorial of the semester when students are to form groups/team for assessment and tutorial purposes.
Includes some info. on Tuckman, Qualities of successful teams, and the geese team qualities.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Teamwork" and will show you why teamwork is the foundation of successful teams.
This document discusses teamwork and how to be a good team player. It defines what a team is and explains that teamwork involves collaborative efforts to achieve common goals efficiently. The document also outlines the stages of team development, characteristics of effective teams, and how to overcome obstacles to being a good team member, such as by giving your full effort and sacrificing individual goals for the team.
The document discusses models of team development and dysfunctions that can inhibit teams. It describes Tuckman's stages of team development as forming, storming, norming, performing, and adjourning. It then explains Lencioni's five dysfunctions of a team as the absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Cohesive teams are said to trust each other, engage in open conflict, commit to decisions, hold each other accountable, and focus on results.
This document summarizes a workshop on facilitative leadership skills. The workshop covered creating a personal mission statement, practicing active listening, giving and receiving feedback, participatory facilitation techniques, and leaving a legacy. Participants learned how to actively listen using the EARS model, give positive and constructive feedback using the SHARE model, and facilitate inclusive discussions that honor all points of view. The goal was for participants to gain skills to be effective facilitative leaders.
This document discusses different styles of team members: contributors, collaborators, communicators, and challengers. It notes the strengths and potential weaknesses of each style. It emphasizes that successful teams need all four styles. Additionally, it explains that individuals may have traits of multiple styles and can adapt their approach. The key is for team members to optimize their strengths, minimize less productive traits, and borrow behaviors from others when beneficial to the team. Overall, the document stresses that diversity among team members' styles is what makes great teams.
Institute of Design: Teaming Workshop By Chris BernardChris Bernard
This are slides for a Teaming Presentation and One Day workshop that I've taught at the Institute of Design on three occasions. I've included the slides in .PPT format which you may reference with proper accreditation. Note I've pulled some content and provided links to it to respect copyrights. Want me to conduct this workshop for you? Hire me! Email bernard@id.iit.edu for more information.
A reflective session on leadership, management, and managing up for the New Jersey Bonner VISTAs. Part of the mid-year retreat, March 2015. With Ariane Hoy and Afnan Rashid, Bonner Foundation.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Another essential function of leadership is encouraging team spirit. There is a saying that if you have a handful of dry grass you can use each individual blade to sweep a floor but it is much more effective to combine them into a brush. In the same way individual employees working alone, however motivated they might be, are nowhere as effective as when they work as a team.
The document provides guidance for a closing the gap leadership challenge coaching session. It instructs participants to work in trios or pairs from different schools and receive coaching to formulate a plan. The coaching will involve 15-20 minutes of private discussion where the coach helps the coachee find their own solutions without writing things down. It outlines the skills of client-centered coaching like building rapport, active listening, asking open questions, and summarizing. It clarifies that coaching is not about giving answers, making judgments, offering counseling, or imposing agendas. It prompts consideration of where the greatest impact can be made and provides sample questions the coach could ask to explore gaps in achievement and strategies for developing an action plan.
This document summarizes a presentation on coaching given at the PROCEDE 2014 conference in Mont Tremblant. It discusses various aspects of coaching such as the coach's role, components of effective coaching like collaboratively exploring data, levels of listening, and types of feedback. It also provides examples of open-ended questions coaches can ask and questions to foster reflection. The overall content suggests coaching can help improve teachers' instructional practices and professional development when done through collaborative data analysis and questioning techniques.
Facilitative Leadership is an approach that promotes a collaborative, strategic, and effective leadership styles. Drawing on the frameworks from the Interaction Associates, this short workshop for VISTAs in the Bonner Network explored some of the attributes of facilitative leadership including balancing results, process, and relationships and levels of decision making.
Teambuilding Workshop - ULS Leadership ProgramKaren S Calhoun
This presentation is designed to help leaders understand why to use teams and how to lead and work with them. Includes sections on kickoff meetings, team size, dealing with issues of trust, establishing norms and getting people to participate. This is one of the workshops in Pitt’s University Library System (ULS) Leadership Program.
This document discusses the key aspects of effective team building. It defines a team as a collection of individuals working together towards a common goal. The benefits of teamwork include sharing knowledge and skills, division of labor, and improved communication. Challenges can include clashes of personality, power struggles, and poor communication. Teams typically go through forming, storming, norming, performing, and mourning stages as they develop. Maintaining good communication, focusing on shared goals, and ensuring equality among members can help teams be successful. Individual roles and strengths, as well as ongoing training, are important for optimizing team dynamics and performance.
This workshop introduces cooperative learning strategies for student-centered classrooms. The goals are to provide a basic understanding of cooperative learning, reasons to implement it, and examples. Cooperative learning involves small teams with varied ability levels completing learning activities and helping all members learn. It increases academic performance, motivation, time on task, self-esteem and language acquisition through comprehensible input. Examples require minimal resources and involve discussing readings in groups to understand techniques. Benefits include improved critical thinking, communication, and collaboration skills.
Cooperative Learning for ELS in the ClassroomShovalina Helka
This document discusses cooperative learning, which focuses on small groups working together on tasks to promote social skills and accountability. It defines the five key elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, collaborative skills, and group processing. Specific techniques for implementing cooperative learning are provided, such as assigning roles, using jigsaw activities, and establishing team policies and expectations to help students develop teamwork skills. General suggestions include starting small, explaining the purpose of cooperative learning to students, and expecting initial resistance from students accustomed to individual work.
The basics of teamwork and collaboration wbtamusn00
This document discusses teamwork and collaboration. It defines teamwork as a group working together cohesively towards a common goal, creating a positive environment and combining strengths. Collaboration is distinguished as requiring group thinking and equal partnership. The key elements of teamwork are described as communication, coordination, cooperation and collaboration. Benefits of teamwork include more productive meetings, healthier employees, learning and a sense of individual value and achievement.
The team was given a project to create a commercial but failed when the client disliked their concept. Conner took a leadership role without discussion and ignored dissenting opinions. Derek had an alternative idea but did not share it due to group pressures. To be effective, teams must discuss leadership, consider all opinions, and allow individuals to voice dissenting views without fear of isolation.
The document outlines the expectations and responsibilities of coaches in the Middle Leadership Development Programme (MLDP). The key aims of the MLDP are to develop effective middle leaders to improve teaching quality and raise student achievement. Coaches are expected to support participants through each stage of the programme by meeting regularly, reviewing progress on leadership challenges, and using coaching skills like active listening and questioning to facilitate reflection. Coaches will receive ongoing support and training from the MLDP organizers to best support their participants' leadership development goals.
The document discusses techniques for facilitating team building. It defines the differences between a group and a team, and describes the stages of team building including forming, storming, norming, and performing. Several approaches and exercises for team building are presented, such as setting goals, problem solving exercises, and trust exercises. Examples of specific team building activities are provided, like the blind numerical order exercise, all tied up activity, and build a car exercise. The goals of team building are also summarized, such as improving communication, motivation, and productivity.
Short PowerPoint I put together which I use in the first tutorial of the semester when students are to form groups/team for assessment and tutorial purposes.
Includes some info. on Tuckman, Qualities of successful teams, and the geese team qualities.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Teamwork" and will show you why teamwork is the foundation of successful teams.
This document discusses teamwork and how to be a good team player. It defines what a team is and explains that teamwork involves collaborative efforts to achieve common goals efficiently. The document also outlines the stages of team development, characteristics of effective teams, and how to overcome obstacles to being a good team member, such as by giving your full effort and sacrificing individual goals for the team.
The document discusses models of team development and dysfunctions that can inhibit teams. It describes Tuckman's stages of team development as forming, storming, norming, performing, and adjourning. It then explains Lencioni's five dysfunctions of a team as the absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Cohesive teams are said to trust each other, engage in open conflict, commit to decisions, hold each other accountable, and focus on results.
This document summarizes a workshop on facilitative leadership skills. The workshop covered creating a personal mission statement, practicing active listening, giving and receiving feedback, participatory facilitation techniques, and leaving a legacy. Participants learned how to actively listen using the EARS model, give positive and constructive feedback using the SHARE model, and facilitate inclusive discussions that honor all points of view. The goal was for participants to gain skills to be effective facilitative leaders.
This document discusses different styles of team members: contributors, collaborators, communicators, and challengers. It notes the strengths and potential weaknesses of each style. It emphasizes that successful teams need all four styles. Additionally, it explains that individuals may have traits of multiple styles and can adapt their approach. The key is for team members to optimize their strengths, minimize less productive traits, and borrow behaviors from others when beneficial to the team. Overall, the document stresses that diversity among team members' styles is what makes great teams.
Institute of Design: Teaming Workshop By Chris BernardChris Bernard
This are slides for a Teaming Presentation and One Day workshop that I've taught at the Institute of Design on three occasions. I've included the slides in .PPT format which you may reference with proper accreditation. Note I've pulled some content and provided links to it to respect copyrights. Want me to conduct this workshop for you? Hire me! Email bernard@id.iit.edu for more information.
A reflective session on leadership, management, and managing up for the New Jersey Bonner VISTAs. Part of the mid-year retreat, March 2015. With Ariane Hoy and Afnan Rashid, Bonner Foundation.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Another essential function of leadership is encouraging team spirit. There is a saying that if you have a handful of dry grass you can use each individual blade to sweep a floor but it is much more effective to combine them into a brush. In the same way individual employees working alone, however motivated they might be, are nowhere as effective as when they work as a team.
The document provides guidance for a closing the gap leadership challenge coaching session. It instructs participants to work in trios or pairs from different schools and receive coaching to formulate a plan. The coaching will involve 15-20 minutes of private discussion where the coach helps the coachee find their own solutions without writing things down. It outlines the skills of client-centered coaching like building rapport, active listening, asking open questions, and summarizing. It clarifies that coaching is not about giving answers, making judgments, offering counseling, or imposing agendas. It prompts consideration of where the greatest impact can be made and provides sample questions the coach could ask to explore gaps in achievement and strategies for developing an action plan.
This document summarizes a presentation on coaching given at the PROCEDE 2014 conference in Mont Tremblant. It discusses various aspects of coaching such as the coach's role, components of effective coaching like collaboratively exploring data, levels of listening, and types of feedback. It also provides examples of open-ended questions coaches can ask and questions to foster reflection. The overall content suggests coaching can help improve teachers' instructional practices and professional development when done through collaborative data analysis and questioning techniques.
Facilitative Leadership is an approach that promotes a collaborative, strategic, and effective leadership styles. Drawing on the frameworks from the Interaction Associates, this short workshop for VISTAs in the Bonner Network explored some of the attributes of facilitative leadership including balancing results, process, and relationships and levels of decision making.
Teambuilding Workshop - ULS Leadership ProgramKaren S Calhoun
This presentation is designed to help leaders understand why to use teams and how to lead and work with them. Includes sections on kickoff meetings, team size, dealing with issues of trust, establishing norms and getting people to participate. This is one of the workshops in Pitt’s University Library System (ULS) Leadership Program.
This document discusses the key aspects of effective team building. It defines a team as a collection of individuals working together towards a common goal. The benefits of teamwork include sharing knowledge and skills, division of labor, and improved communication. Challenges can include clashes of personality, power struggles, and poor communication. Teams typically go through forming, storming, norming, performing, and mourning stages as they develop. Maintaining good communication, focusing on shared goals, and ensuring equality among members can help teams be successful. Individual roles and strengths, as well as ongoing training, are important for optimizing team dynamics and performance.
This workshop introduces cooperative learning strategies for student-centered classrooms. The goals are to provide a basic understanding of cooperative learning, reasons to implement it, and examples. Cooperative learning involves small teams with varied ability levels completing learning activities and helping all members learn. It increases academic performance, motivation, time on task, self-esteem and language acquisition through comprehensible input. Examples require minimal resources and involve discussing readings in groups to understand techniques. Benefits include improved critical thinking, communication, and collaboration skills.
Cooperative Learning for ELS in the ClassroomShovalina Helka
This document discusses cooperative learning, which focuses on small groups working together on tasks to promote social skills and accountability. It defines the five key elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, collaborative skills, and group processing. Specific techniques for implementing cooperative learning are provided, such as assigning roles, using jigsaw activities, and establishing team policies and expectations to help students develop teamwork skills. General suggestions include starting small, explaining the purpose of cooperative learning to students, and expecting initial resistance from students accustomed to individual work.
The College Classroom Week 6 - Cooperative LearningPeter Newbury
Here are the rankings my group discussed for ease of implementation of the cooperative learning strategies:
PBL - 3
POGIL - 2
PLTL - 1
PI - 4
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
23
Rank the 4 cooperative learning activities
PBL POGIL PLTL PI
in terms of benefits to students (how much they
help students learn and develop skills)
1 = most benefits
...
4 = fewest benefits
When your group has reached consensus, write
your rankings on the spreadsheet.
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
The College Classroom Week 6: Cooperative LearningPeter Newbury
The document discusses cooperative learning strategies that can be used in college classrooms. It describes several approaches: problem-based learning (PBL), process-oriented guided inquiry learning (POGIL), peer-led team learning (PLTL), and peer instruction (PI). PBL uses real-world problems to introduce concepts, while POGIL involves student teams working on guided inquiry activities. PLTL has peer groups meet separately from lectures to work on problems. PI alternates short presentations with conceptual questions for students to discuss. Research shows cooperative learning improves student achievement. The document also addresses implementing these strategies and creating learning communities.
Cooperative Groups In The English Classroomgorettiblanch
Cooperative learning involves organizing students into small groups to work together on academic tasks. It promotes student learning and achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. Each member is responsible for a role, such as material monitor or secretary, and groups are formed heterogeneously with balanced abilities. This approach benefits both students through increased motivation and attention, and teachers by allowing for better individual attention and responsibility sharing.
The document discusses the benefits of cooperative learning in the classroom. It notes that according to education researchers, classroom success is predicted by interactions between students and instructors and interactions between students. It outlines Vygotsky's theory that all learning first occurs through social interactions before being internalized individually. The document advocates for using cooperative learning strategies to support students assisting each other's learning.
This document discusses cooperative learning strategies for the classroom. It introduces the cooperative learning and critical skills working group and their focus on problem solving, experiential learning, and building a collaborative community. The document outlines a cooperative learning process that includes forming groups, giving each student a specific role, having an academic and social goal for group activities, and providing feedback. More information can be found on their wiki page.
Cooperative Learning in Classroom teaching and learning processDr. Geetika Saluja
The document discusses cooperative learning in classroom teaching and learning. It defines cooperative learning as students working in small, heterogeneous groups to achieve a common goal. There are five key elements for successful cooperative learning groups: positive interdependence, individual and group accountability, group processing, social skills development, and face-to-face interaction. Role cards and management techniques can help structure cooperative learning groups. Evaluation sheets can then assess students' social skills and work in groups.
The document discusses cooperative learning in college classrooms. It defines cooperative learning and compares it to traditional teaching methods. It reviews research that shows cooperative learning leads to higher achievement, motivation, and development of social skills compared to competitive or individual learning. The document provides examples of cooperative learning strategies, roles in cooperative groups, and challenges of implementing cooperative learning in college.
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The document discusses principles and practices of effective teaching and learning environments. It describes how effective learning environments support student learning in several ways: (1) by setting clear goals and intellectual challenges; (2) employing active teaching methods that engage students; (3) effective communication and interaction between teachers and students; (4) attending to students' intellectual and social growth; (5) respecting diverse talents and learning styles; (6) encouraging learning beyond the classroom; (7) reflecting on and improving teaching practices; and (8) integrating teaching with research. It also discusses principles of assessment for learning, as learning, and of learning and how to effectively arrange the physical classroom environment to support teaching and learning goals.
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.
This document discusses using a learning by teaching approach to teach collaboration skills in an e-learning environment. It first defines collaboration skills as behaviors that help people work together effectively, including participation, perspective taking, and social regulation. It then questions whether collaboration skills can be taught and assessed through e-learning tools and if learning by teaching is an appropriate method. Some advantages of the learning by teaching approach are that it motivates students and helps them gain skills like teamwork, though it requires more time and effort from both students and teachers. The challenge is how to design an e-learning environment that teaches collaboration skills through this approach.
Collaborative learning involves students working together in groups to solve problems or complete projects. It has benefits like celebrating diversity and developing interpersonal skills. Cooperative learning is a specific type where students work in groups on structured activities and each student is accountable for their own and their group's work. Both involve active learning but cooperative learning includes student roles and evaluation of individual work. Active learning techniques discussed include listening, viewing images, presentations, role playing, and writing.
Learn about a new tool for both online and onsite classrooms that gets students collaborating and sharpening their critical-thinking skills in both writing and reviewing modes. This assessment tool can work at any level from college or even graduate-level work all the way down to K-12 and functions well in both online and onsite learning venues.
The College Classroom (Wi15) Session 5: Active LearningPeter Newbury
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
The document discusses the key concepts of professional learning communities (PLCs) based on the work of Richard DuFour, Robert Eaker, and Rebecca DuFour. It summarizes four sessions on introducing PLCs, focusing on learning rather than teaching, developing a culture of collaboration, and focusing on results. The sessions describe cultural shifts needed for PLCs including ensuring all students learn through collaboration, common assessments to identify struggling students, and using data to improve teaching practices.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
The document discusses the importance of collaboration for 21st century learners, noting that it helps develop communication, social, and problem-solving skills while simulating real-world work environments. Several aspects of effective collaboration are outlined, including establishing guidelines, sharing knowledge and resources, engaging in student-student interaction, and reflecting on the learning process. Examples of both effective and ineffective professional learning communities are provided to illustrate best practices for collaborative learning.
The document discusses universal course design and inclusive teaching strategies to benefit all learners. It provides Frank Coffield's definition of learning as significant changes in capability through experience. It then lists characteristics of learners versus students, including learners being motivated by understanding value and accomplishing goals, rather than just grades. Examples are given of professors implementing flexible instruction methods, assessments, and classroom setups to engage diverse learners. The nine principles of universal design for instruction are outlined to minimize the need for accommodations.
1. The document discusses strategies for being a leader in the classroom as a teacher. It provides 19 ideas for promoting creativity in the classroom such as incorporating hands-on learning, flexible classroom layouts, and unconventional learning materials.
2. The document also discusses challenges teachers may face, including a lack of teamwork among students, taking on too many roles, and not having enough time for planning and paperwork. It recommends strategies for overcoming these challenges such as acting as a resource provider, instructional specialist, and mentor to other teachers.
3. Finally, the document emphasizes that every teacher can be a leader and that leadership skills are important for guiding students and preparing future leaders, though leadership abilities are developed over
1. The document discusses strategies for being a leader in the classroom as a teacher. It provides 19 ideas for promoting creativity in the classroom such as incorporating hands-on learning, flexible classroom layouts, and unconventional learning materials.
2. The document also discusses challenges teachers may face, including a lack of teamwork among students, taking on too many roles, and not having enough time for planning and paperwork. It recommends strategies for overcoming these challenges such as acting as a resource provider, instructional specialist, and mentor to other teachers.
3. Finally, the document emphasizes that every teacher can be a leader and that leadership skills are important to develop over time through education and experience in order to best guide students
The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Similar to The College Classroom (Fa14) Session 6: Cooperative Learning and Peer Instruction (20)
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
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
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
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
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
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
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
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
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
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
The College Classroom (Fa14) Session 6: Cooperative Learning and Peer Instruction
1. The College Classroom Session 6: Cooperative Learning and Peer Instruction
November 20 and 25, 2014
Unless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.
Please try to sit with others in your subject area: Look for colored cards like yours.
2. Active Learning
Last week
This week
Cooperative learning - collegeclassroom.ucsd.edu
2
Freeman et al. (2014) show active learning in class
enhances student learning
reduces withdrawals and failures
What kinds of active learning activities are more effective? (“2nd generation research”)
3. What do you see?
3
Cooperative learning 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]
4. What do you see?
4
Cooperative learning - 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]
5. Cooperative Learning[3]
Cooperative learning - collegeclassroom.ucsd.edu
5
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)
constructivism
social constructivism
recognizes that knowledge is constructed in the mind of the learner by the learner
([1], p.262)
implies that this “building” process is aided through cooperative social interactions
([1], p. 262)
6. Why use cooperative learning?[3]
6
emulates work environment: professionals work in teams
enhances communication skills
improves efficiency, effectiveness, and success of team work
can deal with complex problems
What skills are employers looking for?
teamwork
critical thinking / reasoning
oral and written communication
Cooperative learning - collegeclassroom.ucsd.edu
7. Cooperative learning groups
Cooperative learning - collegeclassroom.ucsd.edu
7
group type
description
advantages
tasks for instructor
informal
groups of 2-4 students formed spontaneously in class
•for example, during peer instruction with clickers
•good for large classes
•can be used at any time
•opportunity for students to practice learning goals describe, define, draw, rank,…
•opportunity for students to process what they just read or heard
•be explicit about expectations and responsibilities
•be explicit about how much time they have
•reinforce benefits of group interaction
•can be difficult to make both individual and group accountable
8. Cooperative learning groups
Cooperative learning - collegeclassroom.ucsd.edu
8
group type
description
advantages
tasks for instructor
formal
students stay in same group throughout term for
•in-class activities
•presentations
•group exams
•study group
Groups formed
•randomly
•engineered for diversity
•self-selected
•formal group is closer to real, professional setting
•groups can accomplish bigger tasks like group presentations
•students learn each other’s strengths and weaknesses, earn each other’s trust
Instructor must give more structure/guidance:
•objectives of tasks
•tell groups how to make decisions
•explain positive interdependence
•explain individual and group accountability
•mentor groups on conflict resolution, group management
•regular, formative feedback
9. Cooperative learning groups
Cooperative learning - collegeclassroom.ucsd.edu
9
group type
description
advantages
tasks for instructor
base
long-term, stable group of 3-5 students to accomplish large, complex task
•build a robot, create an app
•write a paper
•form mock (or real) company
•groups meet regularly (typically outside of class time)
•self-selected or formed by instructor by students’ skills
•facilitate and scaffold meeting schedule, how to share resources, how to support each other
•regularly check on groups, meet with each group (don’t form and forget)
•may need to scaffold students through project: objectives, methods, results, presentation, etc. (there should be no surprises at end of term)
10. Key to successful cooperative learning
Cooperative learning - collegeclassroom.ucsd.edu
10
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 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
11. Signs of a successful CL group
Cooperative learning - collegeclassroom.ucsd.edu
11
positive interdependence between group members
individual and group accountability
face-to-face meetings (with meeting minutes?)
group and interpersonal skills
group can process and facilitate itself through tasks, challenges, set-backs
12. What to watch for and what to do about it
Cooperative learning - collegeclassroom.ucsd.edu
12
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
14. What is expertise? [4]
To develop competence in an area of inquiry, student must
(a)have a deep foundation of factual knowledge
(b)understand facts and ideas in the context of a conceptual framework, and
(c)organize knowledge in ways that facilitate retrieval and application
Cooperative learning - collegeclassroom.ucsd.edu
14
18. What the best college teachers do[5]
Cooperative learning - collegeclassroom.ucsd.edu
18
More than anything else, the best teachers try to create a natural critical learning environment: natural because students encounter skills, habits, attitudes, and information they are trying to learn embedded in questions and tasks they find fascinating – authentic tasks that arouse curiosity and become intrinsically interesting, critical because students learn to think critically, to reason from evidence, to examine the quality of their reasoning using a variety of intellectual standards, to make improvements while thinking, and to ask probing and insightful questions about the thinking of other people.
19. In natural critical learning environments
Cooperative learning - collegeclassroom.ucsd.edu
19
students encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing a summative evaluation.[5]
try
fail
receive feedback
20. Discussion (Economics)
Cooperative learning - collegeclassroom.ucsd.edu
20
For which of the following professionals is driving an expensive car a sign of their success, compared to others in the same profession?
A)a carpenter
B)a realtor
C)a politician
D)a major league baseball player
(Steve Morris, Bowdoin College, ME)
21. Typical Episode of Peer Instruction
Cooperative learning - collegeclassroom.ucsd.edu
21
1.Instructor poses a conceptually-challenging multiple-choice question.
2.Students think about question on their own and vote using clickers, colored ABCD cards, smartphones,…
3.The instructor asks students to turn to their neighbors and “convince them you’re right.”
4.After that “peer instruction”, students may vote again.
5.The instructor leads a class-wide discussion concluding with why the right answer(s) is right and the wrong answers are wrong.
22. Peer instruction is successful when
Cooperative learning - collegeclassroom.ucsd.edu
22
students teach each other while they may still hold or remember their novice preconceptions
students discuss the concepts in their own (novice) language
each student finds out what s/he does (not) know
the instructor finds out what the students (do not) know and reacts, building on their initial understanding and preconceptions.
students practice how to think, communicate like experts
23. Cooperative learning - collegeclassroom.ucsd.edu
23
1.identifying key concepts, misconceptions
2.creating multiple-choice questions that require deeper thinking and learning
3.facilitating episodes of peer instruction that spark and support expert-like discussion
4.leading a class-wide discussion to clarify the concept, resolve the misconception
5.reflecting on the question: note curious things you overheard, how they voted, etc. so next year’s peer instruction will be better
before
class
during class
after class
Effective peer instruction requires
24. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
24
BEFORE
DURING
AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
25. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
25
BEFORE
DURING
AFTER
setting up
instruction
developing knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
26. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
26
BEFORE
DURING
AFTER
setting up
instruction
developing knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
The students have not resolved Concept X. But they’re know X exists and why X is interesting.
27. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
27
BEFORE
DURING
AFTER
setting up instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
28. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
28
BEFORE
DURING
AFTER
setting up
instruction
developing knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Students have had opportunities to try, fail, receive feedback and try again without facing a summative evaluation.
29. the learning cycle
Peer instruction helps students learn...
Cooperative learning - collegeclassroom.ucsd.edu
29
BEFORE
DURING
AFTER
setting up instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
31. clarity
Students waste no effort trying to figure out what’s being asked.
context
Is this topic currently being covered in class?
learning outcome
Does the question make students do the right things to demonstrate they grasp the concept?
distractors
What do the “wrong” answers tell you about students’ thinking?
difficulty
Is the question too easy? too hard?
stimulates thoughtful discussion
Will the question engage the students and spark thoughtful discussions? Are there openings for you to continue the discussion?
What makes a good question?
Cooperative learning - collegeclassroom.ucsd.edu
31
(Adapted from Stephanie Chasteen, CU Boulder)
32. Sample Questions
Cooperative learning - collegeclassroom.ucsd.edu
32
With others in your group, look through the collection of questions (start with the questions in subjects you’re familiar with. )
WARNING: Some are good, some are not.
Try to identify at least one characteristic (clarity, context,…) that makes each question good (or bad).
33. References
Cooperative learning - collegeclassroom.ucsd.edu
33
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.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.
5.Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.