Cooperative Learning & Project-Based Learning

1. Cooperative Learning&Project-Based Learning Lynn Schultz

2. Why CL and PBL? "If you tell me I will forget If you show me I might remember But if you involve me, I will learn"..... Chinese Proverb

3. PBL Definition • Finkle and Torp (1995) state that "problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems".

4. Why CL and PBL? • We learn and remember more when we work in group on meaningful problems • We are better prepared for the real world situations • We enjoy learning more

5. Why PBL? • “This approach to teaching brings prior knowledge into play more rapidly and ends up fostering learning that adapts to new situations and related domains as quickly and with the same joyous magic as a stone skipped over a body of water.” http://www.ntlf.com/html/pi/9812/pbl_1.htm

6. PBL Model • Present the problem statement • Students should not have enough prior knowledge to solve the problem. • List what is known • Student groups list what is known • Develop a problem statement • The initial problem statement is based on what students know and will be modified as more information is acquired. • List what is needed and what we need to know • Student groups gather missing information. This will involve using a variety of sources of information. • List possible actions, recommendations, solutions, or hypotheses • Based on the question "What should we do?" Students list actions to be taken to resolve the problem. • Present and support the solution • Students summarize their work, present the problem and their solution to the problem, and defend their solution. • http://www.icsrc.org/TILT/bison/resources/Pbl.htm

7. Roles for PBL • According to Norman and Schmidt (1992) • Acquisition of factual knowledge • Mastery of general principles or concepts that can be transferred to solve similar problems • Acquisition of prior examples that can be used in future problem-solving situations of a similar nature

8. Questions about PBL • How has using the Internet affected the use of PBL in classrooms? • Is this model vastly different than your K-12 experience? • Why are essential questions ‘essential’? • How do you assess learning in a PBL classroom?

9. CL Requirements • Clear set of specific student learning outcome objectives • Students buy-in • Clear and complete set of task-completion directions or instructions • Heterogeneous groups • Equal opportunity for success

10. CL Requirements • Positive interdependence • Face-to-face interaction • Positive social interactions behaviors and attitudes • Access to must-learn information • Opportunities to complete required information-processing tasks

11. CL Requirements • Sufficient time is spent on learning • Individual accountability • Public recognition and rewards for group academic success • Post-group reflection (or debriefing) on within-group behaviors

12. Questions about CL • Do you clearly understand the difference between collaborative (group) work and cooperative learning? • What are the essential ingredients in a cooperative learning classroom?

13. References • Johnson, D., Johnson, R., and Smith, K. 1991. Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. Washington DC: George Washington University. • Stahl, R. (1994). The Essential Elements of Cooperative Learning in the Classroom. ERIC Digest ED370881 • http://www.icsrc.org/TILT/bison/resources/Pbl.htm