Design and Implementation of Cooperative Learning and Problem-Based Learning

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Design and Implementation of Cooperative Learning
and Problem-Based Learning
Karl A. Smith Engineering Education Purdue
University Civil Engineering - University of
Minnesota New Mexico State University PRIMOS
Workshop August 10, 2009
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Designer of Learning Opportunities
It could well be that faculty members of the
twenty-first century college or university will
find it necessary to set aside their roles as
teachers and instead become designers of
learning experiences, processes and
environments.
James Duderstadt, 1999 Nuclear Engineering
Professor Emeritus Former Dean, Provost and
President of the University of Michigan
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Session Layout

• Welcome Overview
• Guiding Questions Participant Survey
• Backward Design Approach Course, Class Session,
  and Learning Module Design From Objectives and
  Evidence to Instruction
• Cooperative Learning Definition Example
• Implementation

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Session Objectives

• Participants will be able to describe key
  elements of
• Backward design process
• Learning outcomes
• Assessment strategies
• Instructional approaches
• Cooperative learning (CL)
• Essential elements, especially Interdependence
  and Accountability
• Types Informal CL, Formal CL Cooperative base
  groups
• Participants will begin applying key elements to
  the design on a course, class session or learning
  module

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Guiding Questions for the Workshop

• How do you design and implement CL PBL?
• What are some of the guiding principles
  underlying the design of CL PBL?
• Questions based on Backward Design Model
• What is worthy and requiring of students
  understanding?
• What is evidence of understanding?
• What learning experiences and teaching promote
  understanding, interest, and excellence?

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• National Research Council Reports
• The Knowledge Economy and Postsecondary Education
  (2002). Chapter 6 Creating High-Quality
  Learning Environments Guidelines from Research
  on How People Learn
• How People Learn Brain, Mind, Experience, and
  School (1999).
• How People Learn Bridging Research and Practice
  (2000).
• Knowing What Students Know The Science and
  Design of Educational Assessment (2001).
• NCEE Report
• Rethinking and redesigning curriculum,
  instruction and assessment What contemporary
  research and theory suggests. (2006).
  http//www.skillscommission.org/commissioned.htm

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Resources
http//books.nap.edu/openbook.php?record_id10239
page159
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Designing Learning Environments Based on HPL (How
People Learn)
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Backward DesignWiggins McTighe

• Stage 1. Identify Desired Results
• Stage 2. Determine Acceptable Evidence
• Stage 3. Plan Learning Experiences
• and Instruction

Wiggins, Grant and McTighe, Jay. 1998.
Understanding by Design. Alexandria, VA ASCD
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Effective Course Design
(Felder Brent, 1999)
ABET EC 2000
Blooms Taxonomy
Course-specific goals objectives
Classroom assessment techniques
Technology
Cooperative learning
Students
Assessment
Other experiences
Tests
Other measures
Lectures
Labs
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A Self-Directed Guide to Designing Courses for
Significant Learning L. Dee Fink. 2003. Creating
significant learning experiences. Jossey-Bass.
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Worksheet 1 Worksheet for Designing a
Course/Class Session/Learning Module
Ways of Assessing Actual Teaching-Learning Helpful Resources
Learning Goals for Course/Session/Module This Kind of Learning Activities (e.g., people, things)
1.
2.
3.
4.
5.
6.

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Knowledge Probe

• Course Design CL/PBL Knowledge Probe
• Example from MOT 8221
• What would you like to know about the students in
  your courses?

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Background Knowledge Survey

• Familiarity with
• Approaches to Course Design
• Wiggins McTighe Understanding by Design
  (Backward Design)
• Felder Brent Effective Course Design
• Fink Creating Significant Learning Experiences
• Cooperative Learning Strategies
• Informal turn-to-your-neighbor
• Formal cooperative problem-based learning
• Research
• Student engagement NSSE
• Cooperative learning
• How People Learn
• Responsibility
• Individual course
• Program
• Accreditation

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Survey of Participants

• Familiar with cooperative learning (CL) or
  problem based learning (PBL) literature?
• Experienced CL or PBL as a learner?
• CL/PBL Workshop(s)?
• University of Minnesota Johnson Johnson CL
• McMaster University PBL
• University of Delaware PBL
• Other Workshops/conferences?
• Teach / Taught using CL or PBL?

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MOT 8221 Spring 2007 27/30
PM Q1
PMI-PMBOK Q2
KM Q3
Leadership Q4
EngSys Q5
IE/OR Q6
Mod/Sim Q7
CAS Q8
MgmtSci Q9
6 Sigma Q10
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MOT 8221 Spring 2007 27/30
Spread Q1
PM Q2
Stat Q3
Mod/Sim Q4


DB Q5
Prog Q6
KM/ES Q7
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Backward Design Approach

• Desired Results (Outcomes, Objectives, Learning
  Goals)
• 5 minute university
• Evidence (Assessment)
• Learning Taxonomies
• Plan Instruction
• Cooperative Learning Planning Format Forms

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Worksheet 1 Worksheet for Designing a
Course/Class Session/Learning Module
Ways of Assessing Actual Teaching-Learning Helpful Resources
Learning Goals for Course/Session/Learning Module This Kind of Learning Activities (e.g., people, things)
1.
2.
3.
4.
5.
6.

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Backward design
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Backward Design

• Stage 1. Identify Desired Results
• Filter 1. To what extent does the idea,
  topic, or
• process represent a big idea or
  having
• enduring value beyond the
  classroom?
• Filter 2. To what extent does the idea,
  topic, or
• process reside at the heart of
  the discipline?
• Filter 3. To what extent does the idea,
  topic, or
• process require uncoverage?
• Filter 4. To what extent does the idea,
  topic, or
• process offer potential for
  engaging
• students?

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Exercise

• Determine for your design site

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Worksheet 1 Worksheet for Designing a
Course/Class Session/Learning Module
Ways of Assessing Actual Teaching-Learning Helpful Resources
Learning Goals for Course/Session/Learning Module This Kind of Learning Activities (e.g., people, things)
1.
2.
3.
4.
5.
6.

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Backward Design Approach

• Desired Results (Outcomes, Objectives, Learning
  Goals)
• 5 minute university
• Evidence (Assessment)
• Learning Taxonomies
• Plan Instruction
• Cooperative Learning Planning Format Forms

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Backward Design

• Stage 2. Determine Acceptable Evidence
• Types of Assessment
• Quiz and Test Items
• Simple, content-focused test items
• Academic Prompts
• Open-ended questions or problems that
• require the student to think critically
• Performance Tasks or Projects
• Complex challenges that mirror the
  issues or
• problems faced by graduates, they are
  authentic

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Taxonomies Blooms taxonomy of educational
objectives Cognitive Domain (Bloom Krathwohl,
1956) A taxonomy for learning, teaching, and
assessing A revision of Blooms taxonomy of
educational objectives (Anderson Krathwohl,
2001). Facets of understanding (Wiggins
McTighe, 1998) Taxonomy of significant learning
(Dee Fink, 2003)
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The Six Major Levels of Bloom's Taxonomy of the
Cognitive Domain(with representative behaviors
and sample objectives) Knowledge. Remembering
information Define, identify, label, state, list,
match Identify the standard peripheral
components of a computer Write the equation for
the Ideal Gas Law Comprehension. Explaining the
meaning of information Describe, generalize,
paraphrase, summarize, estimate In one sentence
explain the main idea of a written passage
Describe in prose what is shown in graph form
Application. Using abstractions in concrete
situations Determine, chart, implement, prepare,
solve, use, develop Using principles of operant
conditioning, train a rate to press a bar Derive
a kinetic model from experimental data Analysis.
Breaking down a whole into component parts Points
out, differentiate, distinguish, discriminate,
compare Identify supporting evidence to support
the interpretation of a literary passage
Analyze an oscillator circuit and determine the
frequency of oscillation Synthesis. Putting
parts together to form a new and integrated whole
Create, design, plan, organize, generate, write
Write a logically organized essay in favor of
euthanasia Develop an individualized nutrition
program for a diabetic patient Evaluation.
Making judgments about the merits of ideas,
materials, or phenomena Appraise, critique,
judge, weigh, evaluate, select Assess the
appropriateness of an author's conclusions based
on the evidence given Select the best proposal
for a proposed water treatment plant
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(Anderson Krathwohl, 2001).
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A taxonomy for learning, teaching, and assessing
A revision of Blooms taxonomy of educational
objectives (Anderson Krathwohl, 2001).

• The Knowledge Dimension
• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Metacognitive Knowledge

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Cognitive Process Dimension

• Remember
• Recognizing
• Recalling
• Understand
• Interpreting
• Exemplifying
• Summarizing
• Inferring
• Comparing
• Explaining

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Cognitive Process Dimension-2

• Apply
• Executing
• Implementing
• Analyze
• Differentiating
• Organizing
• Attributing
• Evaluate
• Checking
• Critiquing
• Create
• Generating
• Planning
• Producing

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The Cognitive Process Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge The basic elements that students must know to be acquainted with a discipline or solve problems in it. a. Knowledge of terminology b. Knowledge of specific details and elements
Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together. a. Knowledge of classifications and categories b. Knowledge of principles and generalizations c. Knowledge of theories, models, and structures
Procedural Knowledge How to do something methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. a. Knowledge of subject-specific skills and algorithms b. Knowledge of subject-specific techniques and methods c. Knowledge of criteria for determining when to use appropriate procedures
Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of ones own cognition. a. Strategic knowledge b. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge c. Self-knowledge
The Knowledge Dimension
Imbrie and Brophy, 2007
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Facets of Understanding Wiggins McTighe, 1998,
page 44 When we truly understand,we Can
explain Can interpret Can apply Have
perspective Can empathize Have self-knowledge
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Course Concept Mapping

• Construct a concept map that represents the key
  concepts and relationships between ideas for the
  course you are re-designing

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How to construct a concept map

• Central Node
• BIG idea at the heart of the discipline
• Most important outcome for the course
• Surrounding Nodes
• Related ideas, topics, etc.
• Nature of the connection (relationship) between
  the nodes

Ruíz-Primo, M. (2000). On the use of concept maps
as an assessment tool in science What we have
learned so far. Revista Electrónica de
Investigación Educativa, 2 (1).
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Concept Maps Software Tools

• Cmap Tools (http// cmap.ihmc.us)
• Institute for Human Machine Cognition
• Free downloadable program
• C-Tools (http//ctools.msu.edu)
• Michigan State University (NSF)
• Free web-based Java applet
• SMART Ideas (http//www2.smarttech.com)
• SMART Tech
• Free trial version (30 days)

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Backward Design Approach

• Desired Results (Outcomes, Objectives, Learning
  Goals)
• 5 minute university
• Evidence (Assessment)
• Learning Taxonomies
• Plan Instruction
• Cooperative Learning Planning Format Forms

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Backward Design

• Stage 3. Plan Learning Experiences Instruction
• What enabling knowledge (facts, concepts, and
  principles) and skills (procedures) will students
  need to perform effectively and achieve desired
  results?
• What activities will equip students with the
  needed knowledge and skills?
• What will need to be taught and coached, and how
  should it be taught, in light of performance
  goals?
• What materials and resources are best suited to
  accomplish these goals?
• Is the overall design coherent and effective?

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Worksheet 1 Worksheet for Designing a
Course/Class Session/Learning Module
Ways of Assessing Actual Teaching-Learning Helpful Resources
Learning Goals for Course/Session/Learning Module This Kind of Learning Activities (e.g., people, things)
1.
2.
3.
4.
5.
6.

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Shaping the Future New Expectations for
Undergraduate Education in Science, Mathematics,
Engineering and Technology National Science
Foundation, 1996
Goal All students have access to supportive,
excellent undergraduate education in science,
mathematics, engineering, and technology, and all
students learn these subjects by direct
experience with the methods and processes of
inquiry. Recommend that SMET faculty Believe
and affirm that every student can learn, and
model good practices that increase learning
starting with the students experience, but have
high expectations within a supportive climate
and build inquiry, a sense of wonder and the
excitement of discovery, plus communication and
teamwork, critical thinking, and life-long
learning skills into learning experiences.
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Lila M. Smith
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Pedago-pathologies Amnesia Fantasia Inertia Lee
Shulman MSU Med School PBL Approach (late
60s early 70s) Stanford University, Past
President of the Carnegie Foundation for the
Advancement of College Teaching Shulman, Lee S.
1999. Taking learning seriously. Change, 31
(4), 11-17.
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What do we do about these pathologies? Lee
Shulman Activity Reflection Collaboration
Passion Shulman, Lee S. 1999. Taking learning
seriously. Change, 31 (4), 11-17.
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Lila M. Smith
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Pedagogies of Engagement
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MIT Harvard Engaged Pedagogy
January 2, 2009Science, Vol. 323
www.sciencemag.org
January 13, 2009New York Times http//www.nytimes
.com/2009/01/13/us/13physics.html?em
Calls for evidence-based teaching practices
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http//web.mit.edu/edtech/casestudies/teal.htmlvi
deo
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http//www.ncsu.edu/PER/scaleup.html
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Active Learning Cooperation in the College
Classroom

• Informal Cooperative Learning Groups
• Formal Cooperative Learning Groups
• Cooperative Base Groups

See Cooperative Learning Handout (CL
College-804.doc)
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Cooperative Learning is instruction that involves
people working in teams to accomplish a common
goal, under conditions that involve both positive
interdependence (all members must cooperate to
complete the task) and individual and group
accountability (each member is accountable for
the complete final outcome). Key
Concepts Positive Interdependence Individual
and Group Accountability Face-to-Face Promotive
Interaction Teamwork Skills Group Processing
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Individual Group Accountability

• ?

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http//www.ce.umn.edu/smith/docs/Smith-CL20Hando
ut2008.pdf
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Book Ends on a Class Session
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Advance Organizer The most important single
factor influencing learning is what the learner
already knows. Ascertain this and teach him
accordingly._at_ David Ausubel - Educational
psychology A cognitive approach, 1968.
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• Book Ends on a Class Session
• Advance Organizer
• Formulate-Share-Listen-Create (Turn-to-your-neighb
  or) -- repeated every 10-12 minutes
• Session Summary (Minute Paper)
• What was the most useful or meaningful thing you
  learned during this session?
• What question(s) remain uppermost in your mind as
  we end this session?
• What was the muddiest point in this session?

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• Session Summary
• (Minute Paper)
• Reflect on the session
• 1. Most interesting, valuable, useful thing you
  learned.
• 2. Things that helped you learn.
• 3. Question, comments, suggestions.
• Pace Too slow 1 . . . . 5 Too fast
• Relevance Little 1 . . . 5 Lots
• Instructional Format Ugh 1 . . . 5 Ah

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MOT 8221 Spring 2009 Session 1
Q4 Pace Too slow 1 . . . . 5 Too fast (3.3) Q5
Relevance Little 1 . . . 5 Lots (4.2) Q6
Format Ugh 1 . . . 5 Ah (4.4)
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Informal Cooperative Learning Groups Can be
used at any time Can be short term and ad hoc May
be used to break up a long lecture Provides an
opportunity for students to process material
they have been listening to (Cognitive
Rehearsal) Are especially effective in large
lectures Include "book ends" procedure Are not as
effective as Formal Cooperative Learning or
Cooperative Base Groups