Teaching life science ethics using cooperative learning

Gary Comstock

Iowa State University

Overview

1. What’s the problem?2. What’s our goal?3. Individualistic learning4. Active learning5. Cooperative learning

1. What’s the problem?

Personal ethics

87 % Students admitting to cheating on written work

70 % Cheated on a test at least once

52 % Copied from someone

26 % Admitted plagiarizing Carol Innerst, "Universities Retreat in War on Cheating," Washington Times, January 29, 1998

Species extinction

Global warming

Intrinsic value of ecosystems

Animal welfare and rights

Genetically modified organisms Social ethics

2. What’s our goal?

2. What is our goal?

To help students become discerning citizens who can reason about ethics.

What is “discernment?”

Discernment is the ability to:

recognize ethical issues as ethical issues;

articulate and apply moral

principles, values;

analyze cases in a self-reflective way.

What is “good reasoning?”

Turn to your neighbor. Write down as many answers as you can think of.

QUANTITY wins.

Good reasoning is the ability to

Describe accepted moral standards within the field;

Analyze ethical arguments to

discover which argument one has the best reasons to accept;

Good reasoning is the ability to

Recognize key thinkers and texts in the history of ethics;

Reason in a way that is logical, complete, consistent, and clear, and that can recognize potential objections to one’s position.

 

What skills do students want?

Interdependence Accountability Interaction Collaboration

Skills students want (and need!)

How can we help?

Interdependence Accountability

Interaction Collaboration

3. Individualisticlearning

Individualistic learning

Students listen to a lecture without talking to neighbors; take notes; respond to occasional questions from the lecturer; study at home alone.

Individualistic learning

Potential benefits Accrue to intuitive learners able to

assimilate abstract concepts, theories, histories, explanations and formulas by themselves through careful note-taking and solo reflection.

Individualistic learning

Potential problems For practical learners who

assimilate material best by working with others, using more concrete, sensory, pictorial, and / or hands-on procedures and activities

4. Active learning

Active learning

Students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class

Richard Felder, “Active and Cooperative Learning,” http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Cooperative_Learning.html

Active and cooperative learning techniques

1. Think-pair-write-share

2. Write and pass ---------------

3. Homework teams

4. Academic controversy (golden rice role-play)

5. Peer composition groups (write a case study)

Think-pair-write-share

Objective

Engage class with the material on an individual level, in pairs, and finally as a large group

Think-pair-write-share

Procedure:

• Individually reflect on a question.

• Pair up with person next to you to share answers.

• Instructor randomly chooses a few pairs to give 30 second summaries.

Write and passObjective

Help students learn to construct arguments and analyze assumptions

Write and passProcedure:

• Hand out assignment sheets.• Write answer on sheet. Pass paper to the left.• Write answer on sheet. Pass paper to the left.• Return sheets to original authors.• Instructor randomly chooses students to read and

discuss what is written on their sheets.

Active learning strategies

1. May be used at any time2. Short-term and ad hoc3. Break up lectures, energize students4. Provide opportunities for students to

process material they’re hearing5. Not as effective as formal

cooperative learning strategies

5. Cooperative learning

Cooperative learning

Instruction involving people working in structured teams to accomplish a common goal

A. Goals

B. Methods

Cooperative learning

A. Goals

B. Methods

Cooperative learning goals 1. Interdependence 2. Accountability 3. Interaction 4. Collaboration

A. Positive Interdependence

All team members must cooperate to complete task

Cooperative learning goals

B. Individual and group accountability

All team members are responsible to themselves and each other

Cooperative learning goals

C. Face to face interaction

All members provide feedback, support, critical challenges

Cooperative learning goals

D. Group collaboration

All members practice leadership, decision-making, conflict management skills, trust-building

Cooperative learning goals

Cooperative learning

i. Goals

ii. Methods

Active and cooperative learning techniques

1. Think-Pair-Write-Share

2. Write and pass ---------------

3. Homework teams 4. Academic controversy 5. Peer composition groups

Homework teams

Objective

Assist students in learning from each other, demonstrating leadership, and mastering material together

Homework Teams

Procedure:

• Carefully design problems for groups.• Allow students to form teams.• Students meet outside class and insure that

all members can answer all questions.• Instructor randomly calls on teams for

responses in class.

Academic Controversy

Objective

Help students to enlarge their moral imaginations by playing assigned social roles and defending ethical views potentially at odds with the views they hold.

Academic Controversy

Procedure:

• Carefully design ethical problem and roles for each individual.

• Assign students to specific roles.• Students meet in or outside class to discover and

discuss the arguments supporting their position.• Instructor moderates a mock authoritative body

which proceeds to announce its binding decision.

Peer Composition Groups

Objective

To help students construct materials for discussion of ethical issues.

Peer Composition Groups

Procedure

1. Know your objective.

2. Write clear narratives identifying the scientific facts.

3. Write questions directing attention to the ethical features of the case.

Does it work?

Cooperative Learning Methods:

A Meta-Analysis

David W. Johnson, Roger T. Johnson, and Mary Beth Stanne

University of Minnesota 

May, 2000

Does it work?

• ABSTRACT . . . a comprehensive review of the research on the effectiveness in increasing achievement of the methods of cooperative learning used in schools. An

extensive search found 164 studies investigating eight cooperative learning methods.

Does it work?

The studies yielded 194 independent effect sizes representing academic achievement. All eight cooperative learning methods had a significant positive impact on student achievement.

Table 3: Meta-Analysis Results For Cooperative Learning

Methods

Average Effect Sizes of “Learning Together”

Effect Sd k

Cooperative vs. Competition 0.82 0.50 25

Cooperative vs.Individualistic 1.03 0.69 56

Does it work?

When the impact of cooperative learning was compared with competitive learning, “Learning Together” promoted the greatest effect, followed by “Academic Controversy” . . .

Cooperative learning strategies:The professor’s role

1. Carefully specify objectives

2. Explain the group’s task

3. Explain each person’s role

4. Monitor and intervene to teach leadership

skills

5. Evaluate student achievement and group

effectiveness

Cooperative learning strategies:

Cooperative base groups

1. Heterogeneous (in gender, ethnicity, age)

2. Small (3-5 members)

3. Members assigned by instructor

4. Long-term (semester-long)

5. Provided for mutual support

6. And challenge

7. Knee-to-knee, eye-to-eye

Cooperative learning strategies:

Advice from Karl A. Smith1. Start small and build2. You choose the groups3. Tell students what you’re doing and why4. Do something cooperative regularly,

build habits of cooperation5. Keep it short; 5 minutes to start, then gradually

lengthen6. Monitor the groups: be positive, patient7. Don’t give group grades

Cooperative learning

Dawn the student: ROLES

1. Spokesperson : Speaks for group

2. Recorder : Keeps notes

3. Timekeeper : Keeps group on task

4. Affirmer : Provide support, encouragement

5. Skeptic : Questions assumptions, raisesissues for clarification

Cooperative learning

Dawn the student: ROLES1. Spokesperson : Born closest to this spot?

2. Recorder : Born furthest from this spot?

3. Timekeeper : Who got up first this a.m.?

4. Affirmer : Of those remaining, Who got

up last?

5. Skeptic : Whoever is left.

Tie-breaker question: Who has youngest child?

Cooperative learning

References

1. Karl A. Smith, “Adopting your classroom style to help science students be more active learners,” presentation at ISU Bioethics Institute, May 30, 1999

2. David W. Johnson, et al., “Cooperative Learning Returns to College: What Evidence Is There That It Works?” Change (July/ August 1998: 27-35).

Cooperative learning

ReferencesRichard Felder, Chemical Engineering, North Carolina State

University

RESOURCES IN SCIENCE ANDENGINEERING EDUCATION web page

http://www.ce.umn.edu/~smith/

Acknowledgments

© “Ethicists hanging around,” cartoon by Sidney Harris, published in The Scientist, 28 May 2001, used

with permission

Self introductions 1. What would you like us to call

you? 2. Department and University?

3. Course in which you (will)

discuss ethics. And

Introductions

4. Something interesting about you

For example:

What is the most unusual thing you’ve been paid to do (and why did you stop)?

Or:

Who’s the most famous person who has ever spoken to you, and what did they say?

Self introductions

1. Name and Department(s) 2. Institution

3. Course in which you (will)

discuss ethics

4. Why are you here? 2 sentences