the college classroom week 6 - cooperative learning

The College ClassroomFebruary 13, 2013

Week 6: Cooperative Learning

Please form islands of 3-4

students around a whiteboard.

Teaching Statements Schedule

collegeclassroom.ucsd.edu #tccucsd

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By midnight onMonday, Feb 18: first draft written as a Google doc, shared and linked (see Week 6 hw post for details.)

Tuesday, Feb 27: give feedback on teaching statements you’ve been assigned to peer review

Tuesday, Mar 5: make revisions based on peers’ feedback

Teaching Statement Advice:

Primarily undergraduate institutions (PUIs): Make it easy on the reader

They have hundreds, make them want to read on

Structure to support skimming Give yourself a “handle” for them to

remember Research-Focused: Differentiate yourself

Entire statement will be read Realize they know less than you Don’t insult them

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First paragraph4

What is one thing you want them to remember about you: put it in bold

If you have instructor of record experience put it here

Keep personal motivation fluff to minimum

Don’t insult them (mentioning specific negative personal education experiences)


You need a kick a** first

paragraph!

General Tips (1/2)5

Be specific rather than general: For topic X (feedback?)

Start with an experience you had (preferably as instructor/TA)

Use to lead into: In my classes, providing timely and specific feedback designed according to best practices to support learning [ref]…”

Use references to well-known work (see page +2)

This shows you are a reflective teacher who will continually improve.


General Tips (2/2)6

Don’t turn off/admonish the reader “I did that yesterday!?!?”

Last paragraph list specific courses at THAT school you are

Most interested in teaching Also interest in teaching (At a PUI you are replacing a specific

someone – the more you can target that, the better)

Do care about formatting the document (full just., readable font, your name in header,…)


References to use: But don’t expect people to know the material

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How People Learn: Brain, Mind, Experience and School (Bransford)

How Learning Works (e.g., feedback chapter)

Papers we have read/theories/people Dweck – growth mindsets Eric Mazur – peer instruction

Current hot reports: PCAST: Undergraduate STEM Education

Report AAU: Undergraduate STEM Education

Initiative HERI: Higher-ed faculty survey


Cooperative Learning Strategies

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PBL – problem-based learningPOGIL – process-oriented guided inquiry learningPLTL – peer-led team learningPI – peer instruction

Why are we talking about these today?


2010–2011 Higher Education Research Initiative (HERI) Faculty Survey [1]

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published October 23, 2012 based on responses from 23,824 full-

time faculty at 417 four-year colleges and universities

“faculty member” = any employee of an accredited 4-year college or university who spend at least some of his or her time teaching undergraduates


What do you see?10


What do you see?11

Identify the most interesting item in Table 1. Record your thoughts on the whiteboard and be prepared to share your group’s opinion.


What do you see?12


What do you see?13


What do you see?14


HERI: Cooperative Learning15

[C]ooperative learning is a teaching practice that hasthe most well-defined literature base, and research consistently has revealed positive effects of cooperative learning on student achievement across experimental and quasi-experimental studies on college students.

([1], p. 8)


HERI: Cooperative Learning16

It is important to note, however, that we see the starkest gender gaps across fields in faculty’s use of cooperative learning. The majority of women in all other fields (71.8%) use cooperative learning techniques in all or most of their courses, and it is encouraging that 60.3% of women teaching in STEM use cooperative learning in the classroom, a figure that exceeds both men in STEM (40.7%) and men in all other fields (52.6%).

([1], p. 8)collegeclassroom.ucsd.edu #tccucsd


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PBL – problem-based learning

POGIL – process-oriented guided inquiry learning

PBL is driven by the premise that basic science concepts will be understood and remembered longer when they are learned, discussed, and applied in a practical, real-world context. An essential and distinctive feature of the approach is that problems come first and introduce content, rather than problems following a presentation of facts and concepts. Students learn on a need-to-know basis by group-directed exploration with the idea that they gain experience on the way to becoming self-directed learners.[Eberlein et al. [2]]

Students work in self-managed teams during class on specially designed materials. These activities consist of a series of carefully crafted questions (the ‘‘guided inquiry’’) that generally follow the three-phase ‘‘learning cycle’’ approach [14–17] which includes an exploration phase, a concept invention phase, and an application phase. [2]



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PLTL– peer-led team learning

PI – peer instruction

peer-led groups meet weekly (separate from the lecture and the instructor) to work together on problems that are carefully structured to help students build conceptual understanding and problem-solving skills. [2]

a class taught with PI is divided into a series of short presentations, each focused on a central point and followed by a related conceptual question which probes students’ understanding of the ideas just presented. Students are given one or two minutes to formulate individual answers and report their answers to the instructor. Students then discuss their answers with others sitting around them; the instructor urges students to try to convince each other of the correctness of their own answer by explaining the underlying reasoning. Finally, the instructor calls an end to the discussion, polls students for their answers again (which may have changed based on the discussion),explains the answer and moves onto the next topic. [Crouch & Mazur [3]]


Key ideas


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not just constructivism but social constructivism

PXnL activities and PI “intentionally create learning environments…” [1, p. 263]

assigned roles POGIL: rotating manager, spokesperson,

recorder, strategy analyst [5] PBL: self-appointed

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A constructivist

B led by instructor

C can occur during class

D students prepare before activity

E real-world problems

F peer facilitators

G large groups (6-10 students)

H lectures retained

J easy assessment


Ease of implementation21

Rank the 4 cooperative learning activities PBL POGIL PLTL PI

by ease of implementation (how hard they are for the facilitator to carry out)

1 = easiest …

4 = hardestWhen your group has reached consensus, write your rankings on the spreadsheet.


Ease of implementation22

Group PBL POGIL PLTL PI

1

2

3

4

5

6

7

8

9

10

Sumcollegeclassroom.ucsd.edu #tccucsd

Communication23

All of the [cooperative learning techniques] emphasize communication of conceptual understanding of course content.

(Eberlein et al., p. 269)

What about MOOCs ?


What is a MOOC?by Dave Cormier @davecormier

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From the video: A MOOC is a step on road to life long learning. It promotes independence among learners encourages participants to work in own

spaces creates authentic networks that last

beyond the course

How do we design a MOOC so this happens? collegeclassroom.ucsd.edu #tccucsd

http://tinyurl.com/TCCMOOC

xMOOCParticipants watch video lecture, complete assignments, learn about a subject or skill.

cMOOC – connectivist MOOCThe course is developed with a weak ‘centre’. While etmooc.org will provide a level of aggregation, detail, and direction, the majority of interactions are likely to occur within groups & networks, facilitated through various online spaces & services. [4]

MOOCs25


etmooc.org

MOOCs26

Educators who care about student-centered, cooperative learning are building interaction and communication into their MOOCs.

if you do nothing, it will happen “organically” (on it’s own) but maybe only by/with/for higher-achieving students

cannot assume students know how to build and participate in an online community:

set it up for them coach them how to use it


MOOCs27

Interested in learning more about MOOCs? cft.vanderbilt.edu/teaching-guides/online-

education/moocs/@derekbruffderekbruff.org

educationaltechnology.ca/couros/@courosa#etmooc (educational technology MOOC)


Improving the classroom climate:They’re not dumb, they’re different.

Next Week: 28

References


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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. Eberlein, T. Kampmeier, J., Minderhout, V. Moog, R.S., Platt, T., Varma-Nelson, P., & White, H.B. (2008). Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 4, 262–273.

3. Crouch, C.H., & Mazur, E. (2001) Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 9, 970–977.

4. #etmooc Massive Open Online Course on Educational Technology & Mediaetmooc.org

5. Hanson, D.M. (2006). Instructor’s Guide to Process-Oriented Guided-Inquiry Learning. Lisle, IL: Pacific Crest. http://www.pogil.org/resources/implementation/instructors-guide

the college classroom week 6 - cooperative learning

Documents

learning works

learning ref use references

time teaching

specific feedback

teaching statements

teaching statement advice

teaching statements

instructorta use