Engaging Learners Cooperatively in Large and Small Classes

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Engaging Learners Cooperatively in Large and
Small Classes

• Karl A. Smith
• Civil Engineering
• University of Minnesota
• ksmith_at_umn.edu
• http//www.ce.umn.edu/smithNorth Dakota State
  University
• May 2005

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To teach is to engage students in learning thus
teaching consists of getting students involved in
the active construction of knowledge. . .The aim
of teaching is not only to transmit information,
but also to transform students from passive
recipients of other people's knowledge into
active constructors of their own and others'
knowledge. . .Teaching is fundamentally about
creating the pedagogical, social, and ethical
conditions under which students agree to take
charge of their own learning, individually and
collectively Education for judgment The
artistry of discussion leadership. Edited by C.
Roland Christensen, David A. Garvin, and Ann
Sweet. Cambridge, MA Harvard Business School,
1991.
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Formulate-Share-Listen-Create (Think-Pair-Share)

• Individually read the quote To teach is to
  engage students in learning. . .
• Underline/Highlight words and/or phrase that
  stand out for you
• Turn to the person next to you and talk about
  words and/or phrases that stood out

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The Current Situation

• Classes with Over 50 students B Prevalent and
  Increasing ditto for Classes with Over 100
  students Classes of 50 students or moreBest
  National Universities (Top 50) B 1-28, Avg
  12.4, S.D. 6.3National Universities (Next 50)
  B 0.3-50, Avg 12.1, S.D. 7.7U.S. News
  World Report (www.usnews.com (Accessed 10/16/00)

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Instructional Approach

• Gardiner(1994) report that 73-83 percent of
  college instructors surveyed identified the
  lecture method as their usual instructional
  strategy

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Large Classes How Well are They Working?

• Carbone and Greenberg (1998) indicate a general
  dissatisfaction with the quality of large-class
  learning experiences
• Lack of interaction with faculty members (in and
  out of class
• Lack of structure in lectures
• Lack of or poor discussion sections
• Inadequate contact with teaching assistants
• Inadequacy of classroom facilities and
  environment
• Lack of frequent testing or graded assignments

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Large ClassesHow Well are They
Working?Students Comments

• Wulff, Nyquist Abbott (1987)
• It is easier to do anything you want, sleep, not
  attend, or lose attention
• No one knows Im here
• Rude people come late, leave early, or sit and
  talk to their buddies

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Backdrop Recent Reports

• National Research Council Reports
• 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).
• The Knowledge Economy and Postsecondary Education
  (2002). Chapter 6 Creating High-Quality
  Learning Environments Guidelines from Research
  on How People Learn

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Designing Learning Environments Based on HPL (How
People Learn)
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Lila M. Smith
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Pedago-pathologies B Lee Shulman Amnesia Fanta
sia Inertia 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 Pass
ion Combined with generative content and the
creation of powerful learning communities Shulma
n, Lee S. 1999. Taking learning seriously.
Change, 31 (4), 11-17.
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Lila M. Smith
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Tracking Change - Seymour "The greatest single
challenge to SMET pedagogical reform remains the
problem of whether and how large classes can be
infused with more active and interactive learning
methods." Seymour, Elaine. 2001. Tracking the
processes of change in US undergraduate education
in science, mathematics, engineering, and
technology. Science Education, 86, 79-105.
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Active/Cooperative Learning, Learning
Community Success Story Reflect on and Talk
about your Active/Cooperative Learning, Learning
Community Success(es) 1. Context? 2. Structure/Pr
ocedure? 3. Outcome?
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Getting Students Actively Involved Using
Cooperative Learning Principles, Strategies,
and Problem-Solving What is it? How do you do
it? Why bother?
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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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Retention Research Talking about leaving Why
undergraduates leave the sciences by Elaine
Seymour Nancy M. Hewitt Westview, 430 pages,
1997. Leaving college Rethinking the causes and
cures of student attrition (Second edition) by
Vincent Tinto University of Chicago Press, 1993,
296 pages. The Chilly Classroom Climate A
Guide to Improve the Education of Women by
Bernice Sandler, Lisa A. Silverberg Roberta M.
Hall National Association for Women in Education,
125 pages, 1996.
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• Talking about leaving
• Why undergraduates leave the sciences
• "Field switching is only the tip of an iceberg
  The same set of problems that prompt some
  science, mathematics, and engineering
  undergraduates to leave make persistence
  difficult for those who stay." (Cover jacket).
• "Contrary to the common assumption that most
  switching is caused by personal inadequacy in the
  face of academic challenge, one strong finding is
  the high proportion of factors cited as
  significant in switching decisions which arise
  either from structural or cultural sources within
  institutions, or from students' concerns about
  their career prospects (p. 32)." The four most
  commonly cited concerns leading to switching
  decisions (also cited by between 31 and 74
  percent of the non-switchers) were
• Lack or loss of interest in science
• Belief that a non-S.M.E. major holds more
  interest, or offers a better education
• Poor teaching by S.M.E. faculty
• Feeling overwhelmed by the pace and load of
  curriculum demands.

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Students' voices I do work hard, and my
average load over these four years--even when I
was transferring out--has been 17, 18 hours a
semester, plus a couple of night classes
sometimes. It doesn't really bother me to work
that hard. But when it's a concept I don't
understand and I go to get help from faculty and
they just don't give it, that's discouraging.
(Male white engineering switcher) What bothers
me is the number of people who know what
engineering is about, and really have the
capability to do well and be good in the field,
but end up going a different way for reasons
other than the lack of ability. (Female white
engineering non-switcher). You get people that
would probably do well if they were given half a
chance, but there's so much competition, and not
a heck of a lot of help. (Female black
engineering senior). The first two years in
physics are so dull. I mean, they have
absolutely nothing to do with what you'll be
doing later. I'm afraid that's why you might be
losing good students from engineering that are
really qualified and have the intelligence. .
.There are ways to make the introductory material
interesting so that it doesn't drive away good
people through boredom. (Male white engineering
non-switcher).
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Shaping the Future New Expectations for
Undergraduate Education in Science, Mathematics,
Engineering and Technology
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 student's 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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http//clte.asu.edu/active
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Book Ends on a Class Session
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Book Ends on A Class Session 1.Advance
Organizer 2.Formulate-Share-Listen-Create
(Turn-to-your- neighbor) B repeated every 10-12
minutes 3.Session Summary (Minute Paper) 1.What
was the most useful or meaningful thing you
learned during this session? 2.What question(s)
remain uppermost in your mind as we end this
session? 3.What was the muddiest point in this
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. David Ausubel - Educational
psychology A cognitive approach, 1968.
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Knowledge Probe

• Example from MOT 8221
• What would you like to know about the students in
  your courses?

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PM Q1
KM Q2
PMI Q3
EngSys Q4
IE/OR Q5
Mod/Sim Q6
MgmtSci Q7
6 Sigma Q8
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Spread Q1
PM Q2
Stat Q3
Mod/Sim Q4
DB Q5
Prog Q6
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Quick Thinks

• Reorder the steps
• Paraphrase the idea
• Correct the error
• Support a statement
• Select the response
• Johnston, S. Cooper,J. 1997. Quick thinks
  Active- thinking in lecture classes and televised
  instruction. Cooperative learning and college
  teaching, 8(1), 2-7.

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• Formulate-Share-Listen-Create
• Informal Cooperative Learning Group
• Introductory Pair Discussion of a
• FOCUS QUESTION
• Formulate your response to the question
  individually
• Share your answer with a partner
• Listen carefully to your partner's answer
• Work together to Create a new answer through
  discussion

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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?
• Give an example or application
• Explain in your own words . . .
• Angelo, T.A. Cross, K.P. 1993. Classroom
  assessment techniques A handbook for college
  teachers. San Francisco Jossey Bass.

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Informal CL (Book Ends on a Lecture) with Concept
Tests Physics Peer Instruction Eric Mazur -
Harvard B http//galileo.harvard.edu Peer
Instruction www.prenhall.com Richard
Hake Chemistry Chemistry ConcepTests - UW
Madison www.chem.wisc.edu/concept Video
Making Lectures Interactive with
ConcepTests ModularChem Consortium B
http//mc2.cchem.berkeley.edu/ STEMTEC Video
How Change Happens Breaking the Teach as You
Were Taught Cycle - Films for the Humanities
Sciences - www.films.com Thinking Together
video Derek Bok Center www.fas.harvard.edu/bok
_cen/
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Richard Hake (Interactive engagement vs
traditional methods) http//www.physics.indiana.ed
u/hake/
Traditional (lecture)
Interactive (active/cooperative)
ltggt Concept Inventory Gain/Total
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The Hake Plot of FCI
35.00
SDI
30.00
ALS
WP
25.00
20.00
PI(HU)
15.00
ASU(nc)
WP
10.00
ASU(c)
HU
5.00
0.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Pretest (Percent)
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Physics (Mechanics) ConceptsThe Force Concept
Inventory (FCI)

• A 30 item multiple choice test to probe student's
  understanding of basic concepts in mechanics.
• The choice of topics is based on careful thought
  about what the fundamental issues and concepts
  are in Newtonian dynamics.
• Uses common speech rather than cueing specific
  physics principles.
• The distractors (wrong answers) are based on
  students' common inferences.

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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
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Strategies for Energizing Large Classes From
Small Groups to Learning Communities Jean
MacGregor, James Cooper, Karl Smith, Pamela
Robinson New Directions for Teaching and
Learning, No. 81, 2000. Jossey- Bass
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From Small Groups to Learning Communities
Energizing Large Classes 1.The argument for
making large classes seem small 2.Getting
started Informal small-group strategies in large
classes 3.Going deeper Formal small-group
learning in large classes 4.Restructuring large
classes to create communities of
learners 5.Implementing small-group learning
Insights from successful practitioners 6.Making
small-group learning and learning communities a
widespread reality
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Theoretical and Empirical Rationale for Using
Small Groups

• Promoting Cognitive ElaborationEnhancing
  Critical ThinkingProviding FeedbackPromoting
  Social and Emotional DevelopmentAppreciating
  DiversityReducing Student Attrition

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Getting Started Informal Small- Group Strategies
in Large Classes

• Launching the Class in Discussion Applications
  of Small-Group ApproachesBreaking Up the
  Lecture for Comprehension ChecksClosing Class
  with Small-Group ConversationReviewing for
  ExamsDebriefing ExamsDeepening Audiovisual
  PresentationsPredicting Processes and Outcomes
  of Demonstrations

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Cooperative Learning Research Support Johnson,
D.W., Johnson, R.T., Smith, K.A. 1998.
Cooperative learning returns to college What
evidence is there that it works? Change, 30 (4),
26-35. Over 300 Experimental Studies First
study conducted in 1924 High Generalizability
Multiple Outcomes
Outcomes 1.Achievement and retention 2.Critical
thinking and higher-level reasoning 3.Differentiat
ed views of others 4.Accurate understanding of
others' perspectives 5.Liking for classmates and
teacher 6.Liking for subject areas 7.Teamwork
skills
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Small-Group Learning Meta- analysis
Springer, L., Stanne, M. E., Donovan, S. 1999.
Effects of small-group learning on
undergraduates in science, mathematics,
engineering, and technology A meta-analysis.
Review of Educational Research, 69(1), 21-52.
Small-group (predominantly cooperative) learning
in postsecondary science, mathematics,
engineering, and technology (SMET). 383 reports
from 1980 or later, 39 of which met the rigorous
inclusion criteria for meta-analysis. The main
effect of small-group learning on achievement,
persistence, and attitudes among undergraduates
in SMET was significant and positive. Mean
effect sizes for achievement, persistence, and
attitudes were 0.51, 0.46, and 0.55,
respectively.
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The Harvard Assessment Seminars - Richard J.
Light All the specific findings point to, and
illustrate, one main idea. It is that students
who get the most out of college, who grow the
most academically, and who are the happiest,
organize their time to include interpersonal
activities with faculty members, or with fellow
students, built around substantive, academic
work. Environmental Factors That Enhance
Students Academic and Personal Development and
Satisfaction Alexander Astin in What matters in
college Four critical years revisited.
Jossey-Bass, 1993. Student-student
interaction Student-faculty interaction A faculty
that is very student-oriented Discussing
racial/ethnic issues with other students Hours
devoted to studying B Time on task Tutoring other
students Socializing with students of different
race/ethnicity A student body that has high
socioeconomic status An institutional emphasis on
diversity A faculty that is positive about the
general education program A student body that
values altruism and social activism
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Making the Most of College Richard J. Light
Harvard University Press (2001) 1. Meet the
faculty 2. Take a mix of courses 3. Study in
groups 4. Write, write, write 5. Speak another
language 6. Consider time 7. Hold the drum
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• Session Summary
• (Minute Paper)
• Reflect on the session
• What were the most important points for you?
• What is one thing you would be willing to try?
• What questions do you have?
• Discuss with a partner
• 1.Points that were useful, meaningful,
  interesting, applicable, etc.
• 2.Questions that you have.

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Formal Cooperative Learning Task Groups
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• Formal Cooperative Learning
• Jigsaw
• 2. Peer Composition or Editing
• 3. Reading Comprehension/Interpretation
• 4. Problem Solving, Project, or Presentation
• 5. Review/Correct Homework
• 6. Constructive Academic Controversy
• 7. Group Tests

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Challenged-Based Learning

• Problem-based learning
• Case-based learning
• Project-based learning
• Learning by design
• Inquiry learning
• Anchored instruction

John Bransford, Nancy Vye and Helen Bateman.
Creating High-Quality Learning Environments
Guidelines from Research on How People Learn
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• Professor's Role in
• Formal Cooperative Learning
• Specifying Objectives
• Making Decisions
• Explaining Task, Positive Interdependence, and
  Individual Accountability
• Monitoring and Intervening to Teach Skills
• Evaluating Students' Achievement and Group
  Effectiveness

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Cooperative Learning Task Groups
Perkins, David. 2003. King Arthur's Round Table
How collaborative conversations create smart
organizations. NY Wiley.
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Problem Based Cooperative Learning Format TASK
Solve the problem(s) or Complete the
project. INDIVIDUAL Estimate answer. Note
strategy. COOPERATIVE One set of answers from
the group, strive for agreement, make sure
everyone is able to explain the strategies used
to solve each problem. EXPECTED CRITERIA FOR
SUCCESS Everyone must be able to explain the
strategies used to solve each problem. EVALUATION
Best answer within available resources or
constraints. INDIVIDUAL ACCOUNTABILITY One
member from your group may be randomly chosen to
explain (a) the answer and (b) how to solve each
problem. EXPECTED BEHAVIORS Active
participating, checking, encouraging, and
elaborating by all members. INTERGROUP
COOPERATION Whenever it is helpful, check
procedures, answers, and strategies with another
group.
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Cooperative Base Groups

• Are Heterogeneous
• Are Long Term (at least one quarter or semester)
• Are Small (3-5 members)
• Are for support
• May meet at the beginning of each session or may
  meet between sessions
• Review for quizzes, tests, etc. together
• Share resources, references, etc. for individual
  projects
• Provide a means for covering for absentees