1 active learning organizing effective groups in class
TRANSCRIPT
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Active Learning
Organizing Effective Groups in Class
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Desired Learning Levels
TeachingPhilosophy
Students Abilities Course Level and Scope
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
BA 9200 Course Overview
The Lecture
Active LearningTesting and Grading
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Cooperative Learning: The 25+ 5 Minute Rule
25 minute Mini-lecture (ask toss up questions)
15 minute Cooperative Group Exercise
25 minute Mini-lecture
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Why Co-operative Groups?
Based on several studies, the use of co-operative learning groups while teaching:
1. Helps student performance, retention of information.2. Improves instructor evaluation scores.3. Works for almost any class size.
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Planning for Cooperative Learning
Specify Topic Objectives to Achieve. Achieve Positive Interdependence
Need for StructuredStructured Group. Maintain Individual Accountability.
Evaluation System for Individual Contribution.
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Planning for Cooperative Learning
Forming (Groups)
Norming
Performing
1. Value line2. MBTI or functional
area3. Cards4. Let them pick
1. TAPPS2. Nominal Group
(NGT)3. Brain Writing
1. Questioning2. Concept Map3. Compare and
Contrast Table
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In the class prior to Enron company case, teacher provides following question.
Should business decision makers useethical modes of reasoning in decisionmaking?
_____________________________________________1
100Not Important
Critical
Forming Heterogeneous Groups: Value-Line Question Method
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Use value-line question method. Base on critical case factor or focused question to achieve heterogeneity.
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Agreement Disagreement
Forming Heterogeneous Groups
a) Group 1: 1,6,7,12
b) Group 2: 2,5,8,11
c) Group 3: 3,4,9,10
Or Select a Systematic Sample:a) 1 4 7 10b) 2 5 8 11c) 3 6 9 12
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Use Proximity. Use Random Mechanism. Base on “Major.” Base on MBTI etc. . Base on Cultural Diversity.
Forming Heterogeneous Groups
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Planning for Cooperative Learning
Forming (Groups)
Norming
Performing
1. Value line2. MBTI or functional
area3. Cards4. Let them pick
1. TAPPS2. Nominal Group
(NGT)3. Brain Writing
1. Questioning2. Concept Map3. Compare and
Contrast Table
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Need for Group Norming
1. Overcome “Free Rider” Effect.
2. Overcome “Rich-Get-Richer” Effect. a) Equalize Participation.
b) Avoid Anchoring
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Uses Explainer and Listener (Polite Questioner). Quiet Phase, Interaction, Teacher Closure. Explainer Explains Concept or Exercise. Listener Seeks Clarification, Disagrees, or Gives Hints.
Teacher Manages Learning Exercise.
TAPPS
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Nominal Group Technique
Quiet Phase (“X” Time) i.e.: 2 Minutes No Intra-Group Discussion. About 1/6th of Time for this Phase.
Round Robin (“2X” Time) 4 Minutes Each Person, In Turn, Briefly Answers Question. No Discussion, Except for Clarification. About 1/3rd of Time for this Phase. Divide Phase Time by “n” -- Number of Group Members.
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Nominal Group Technique
Discussion (“3X” Time) 6 Minutes Compare and Contrast and Reach Agreement If Possible.
Minority Reports Are Acceptable. About 1/2 of Time for this Phase.
Teacher Closure. Call on Several Teams Before Commenting.
Teacher Manages Exercise. Monitors Groups and Intervenes. Controls Time on Phases (Initially). Signals End of Exercise - “Quiet Signal”.
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NGT with Role Playing
After Initial Quiet Period for Reflection, Assign Roles: Leader, Reporter, Process Monitor, Recorder. Or Leader, Devil’s Advocate, Reporter, Recorder
Rotate Throughout Semester.
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Brainwriting / Brainstorming
Each participant writes three or four ideas on paper, then puts his/her paper in middle of table. Discussion is discouraged until after session.
Each participant takes a different paper from "pool" in center of table and adds any number of new ideas to it. Building on the ideas already on paper is encouraged.
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Brainwriting
To Provoke More New Ideas, Participants Again Swap Papers With Pool, Read the Ideas and Write Down Any New Contributions That Come to Mind.
Continue Until the Time Limit Is Reached.
Team Selects One or More Ideas to Share with Class. Team Receives Feedback from Teacher.
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Planning for Cooperative Learning
Forming (Groups)
Norming
Performing
1. Value line2. MBTI or functional
area3. Cards4. Let them pick
1. TAPPS2. Nominal Group
(NGT)3. Brain Writing
1. Questioning2. Concept Map3. Compare and
Contrast Table
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Questioning
See Writing Cognitive Objectives for Proper Verbs. Call on Several Students By Name.
Allow Students to “Pass” Comment on All Students’ Responses
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Students Learn to Build Compare and Contrast Tables.Must Develop Bases of Comparisons .
Bases Should:Establish Similarities and Differences.Address Multiple Dimensions Underlying Concepts.
Must then Determine Facts for Each Comparison Base.
Building Compare and Contrast Tables
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Compare and Contrast NGT and TAPPS
Basis NGT TAPPS
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Additional Readings
Bonwell, C. and Eison, J. “Active Learning: Creating Excitement in the Classroom.” ASHE-ERIC Higher Education Report No. 1. The George Washington University. 1991
Brookfield, S. Developing Critical Thinkers. San Francisco, CA. Jossey-Bass. 1987. Johnson, D., Johnson, R. and Smith, K. “Cooperative Learning: Increasing College
Faculty Instructional Productivity.” ASHE-ERIC Higher Education Report No. 4. The George Washington University. 1991.
Lori A. Coakley and Kenneth J. Sousa (2013), “The effect of contemporary learning approaches on student perceptions in an introductory business course.” Journal of the Scholarship of Teaching and Learning, Vol. 13, No. 3, August 2013, pp. 1 – 22.
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Desired Learning Levels
TeachingPhilosophy
Students Abilities Course Level and Scope
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
BA 9200 Course Overview
The Lecture
Active LearningTesting and Grading