Symposium 2

1. International Conference on Kurt Lewin:Contribution to Contemporary Psychology.Casimirus The Great University of Bydgoszcz, Institute of PsychologySeptember 10-12, 2004 Mogilno, Poland Symposium 2 • Lawrence Sherman (convener): Kurt Lewin's contribution to the theory and practice of education in the United States of America: The importance of cooperative learning. Participants: • Richard Schmuck, University of Oregon, USA • Patricia Schmuck, Lewis and Clark College, Portland, Oregon USA • Lawrence W. Sherman, Miami University, Oxford, Ohio USA • This Presentation will be available on the web from Lawrence Sherman’s home page at: • http://www.users.muohio.edu/shermalw

2. Kurt Lewin Memorial: Mogilno, Poland, 2004 BH = f (P * E) Democratic/Autocratic/Laissez-faire Leadership Group Dynamics Action Research Frustration/Regression Level of Aspiration Sensitivity Training, T-groups

3. Larry Sherman (left), Richard (center) and Pat (right) SchmuckMogilno, Poland, September 12, 2004

4. Kurt Lewin: A Truly Global Man

5. Kurt Lewin’s Focus on Children • Initial post at Cornell University, Ithaca, New York, in the School of Home Economics. • University of Iowa, Professor of Child Psychology, Iowa Child Welfare Research Station (now the Institute of Child Behavior and Research • Comment: Alfred Marrow states: “ Although his academic title was Professor of Child Psychology and most of the studies in the years that followed were of children, Lewin’s concern continued to be general psychological theory and experiment.” (Marrow, 1969, p. 87) We believe, however, that this heritage became an important influence or well spring which had considerable influence on American educational practice.

6. FOREIGN HULL VECTORS VALENCES PERSON B A R R I E R G O A L R E G I O N - + NEEDS ABILITIES PSYCHOLOGICAL LIFE SPACE

7. Alfred Marrow, Student of Kurt Lewin and author of The Practical Theorist: The Life and Work of Kurt Lewin, (1969) Kurt Lewin Memorial Award, 1964

8. Morton Deutsch, 1968 Kurt Lewin Memorial Award “A Theory of Cooperation and Competition,” Human Relations, 1949, 2, 129-152. “An Experimental Study of the Effects of Cooperation and Competition upon Group Process,” Human Relations, 1949, 2, 153-158. Major influence on David Johnson’s contributions to the world of cooperative learning.

9. Ron and Peg LippittAnn Arbor, Michigan 1960’s? With Lewin and White: Social Climates (democratic, autocratic and laissez-faire leadership styles) Action Research

10. Some other interesting Lewinian connections and influences on American educational practice • Robert Rosenthal and the Experimenter Biasing Effect, otherwise know as the “Pygmalion Effect”. He reports that this line of study was inspired by his interest and eventual re-publication of the book, Clever Hans, originally published by Otto Pfunst and Carl Stumpf. Carl Stumpf was the director of the Psychological Laboratory at the University of Berlin and is also credited as Lewin’s “dissertation father” by Alfred Marrow. • This year (2004) marks the 50th anniversary of the United States Supreme Court’s 1954 Brown vs the Board of Education decision regarding “separate but equal” schools. Kenneth B. Clark’s major testimony along with Gordon Allport and Stuart Cook, before that court was very influential. Clark, Allport and Cook were all past member of Lewin’s Commission on Community Interrelations (C.C.I.). Details of Clark’s involvement have recently been highlighted in the APA’s Monitor on Psychology, Volumn 35, No. 8, pp 56-72. I am presently interested in what some are calling the “Re-segregation” of American schools.

11. The International Association for the Study of Cooperation in Education (I.A.S.C.E) Our genealogy Sherman’s first involvement in 1988 with two presentations, Both dealing with uses of Cooperative Learning pedagogy in “higher education”: • Sherman (1988) • Sherman & Woy-Hazelton (1988)

13. Five Basic Elements of Cooperative Learning • Positive Interdependence: • Individual Accountability: • Face To Face Interactions: • Heterogeneous Grouping: • Social Skills:

14. Dick and Pat Schmuck, 1988, IASCE Conference, Tel Aviv, Israel Pat was also a student of Ron Lippitt. Pat is a Professor at Lewis & Clark College, Portland Oregon Dick is a Professor Emeritus, University of Oregon

15. PAT (left) and RICHARD (center) SCHMUCK AND SHLOMO SHARAN (right), IASCE CONFERENCE 1988, TEL AVIV, ISRAEL

16. Richard Schmuck (right) and Shlomo Sharan (left) Israel,1988 IASCE Conference Shlomo is a Professor at the Tel Aviv University and a Past President of the IASCE

17. RECENT HISTORY OF THE I.A.S.C.E • OUR RECENT HISTORY IS AVAILABLE AT THE FOLLOWING ADDRESS: • HTTP://WWW.USERS.MUOHIO.EDU/SHERMALW/iasce's history.doc • Additional information on the IASCE is available on the web at: http://www.iasce.net • First established in 1979 when it held it’s first conference in Israel. Richard Schmuck became it’s first President. • IASCE celebrated it’s 25th Anniversary this year at its most recent International Conference in Singapore.

18. Richard Schmuck Action Research

19. Reflective Professional Practice Mature Gaining Collaborative Action Research Experience Public Dialogue Solitary Dialogue Self Focus on Self Focus on Others Focus on Results New in Field Individual Increasing Collaboration

20. STP Concepts P T Desired Target S Current Situation path – plan – procedure – project - proposal

21. Force-Field AnalysisCurrent Situation(S) Facilitating Forces Restraining Forces Most desired state on this side Undesirable state on this side

22. Defining Action Research • Action Research is to study a real school situation with a view to improve the quality of actions and results within it. • Action Research aims to improve professional judgment, and to give into how better to achieve desirable educational goals. • Action Research is continuous and cyclical.

23. A social studies teacher must write a field study to earn a master’s degree. He is required to state a research question, review what the research literature says about the question, and collect data in schools other than his own to answer the question. His research question is: Do only children and first borns, compared to later borns, assume more leadership positions in the student government? His literature review reveals a mixed case with a tendency for first borns (but not only children) to take on student leadership positions more often than later borns. The teacher prepares a questionnaire to measure birth order and involvement in student government. He collects data from students at ten high schools in a neighboring county. He writes up the results along with literature review, research methods, data analysis, and conclusion. In the conclusion he must return to the literature review- to show how his study adds to the accumulating literature on the subject. His paper is read by his wife and a colleague and approved by two professors. Is is stored in a cabinet at the College of Education. Traditional Research

24. A social studies teacher joins a network of teachers doing action research. She is expected to choose a problem in her own classroom or school. She focuses on her school because as a faculty advisor she sees a problem with the student council. She notes that over the last three years fewer students have been volunteering to serve on the council and that more students who do volunteer have been dropping out after only a couple of meetings. She decides to study all students’ perceptions and attitudes about student council with a questionnaire. She gets help with the questionnaire from teachers in the network. She collects and analyzes data; distributes the results to students, faculty, and the administration; and works with an action-research team of council and faculty members to improve council functioning. She announces new practices at a faculty meeting and a student assembly and works with the team to implement them. Later, team members interview new council members to see how the new practices are going. At the end of the school year, council members interview a sample of students and faculty members about the council’s work. After the teacher reports on the project at a network meeting, a counselor from another school asks her to help him do a similar project. Action Research

25. Differences Between Action and Traditional Researchers

26. Two Kinds of Research Traditional Action What one is personally doing Seek continuous change Reflective Strive for development and planned change Personally involved What others are doing Seek explanation and truth Objective Strive for knowledge Removed from research site Data collection Inquiry Problem solving

27. PROACTIVE ACTION RESEARCH • TRYING A NEW PRACTICE (to have a different effect or to bring about better outcomes) • INCORPORATING HOPES AND CONCERNS INTO PRACTICE • COLLECTING DATA TO TRACK STUDENTS’ REACTIONS • CHECKIG ON WHAT THE DATA MEAN • REFLECTING ON ALTERNATIVE WAYS TO BEHAVE • TRYING ANOTHER NEW PRACTICE

29. Steps to Proactive Research

33. RESPONSIVE ACTION RESEARCH • COLLECTING DATA TO DIAGNOSE THE SITUATION • ANALYZING THE DATA FOR THEMES AND ACTION IDEAS • PRESENTING THE DATA AND ANNOUNCING CHANGES • TRYING A NEW PRACTICE • CHECKING TO SEE HOW OTHERS ARE REACTING • COLLECTING DATA TO ASSESS THE SITUATION

35. Steps to Responsive Action Research

39. Patricia SchmuckLewis & Clark CollegePortland, Oregon Ronald Lippitt’s Social Science Curriculum and Action Research

40. SOCIAL SCIENCE RESOURCE BOOK: LABORATORY UNITS AUTHORS: RONALD LIPPITT, PROFESSOR OF PSYCHOLOGY AND SOCIOLOGY, UNIVERSITY OF MICHIGAN ROGERT FOX, PROFESSOR OF EDUCATION, UNIVERSITY OF MICHIGAN LUCILLE SCHAIBLE, EDUCATOR AND WRITER SCIENCE RESEARCH ASSOCIATES, INC., CHICAGO, IL

41. UNIT 1 - Learning to Use Social Science • Scientists Who Ask Questions About People • Behavior • What Is a Behavior Specimen • Three Ways to Use Observation • Who Goes There? • Cause and Effect • The New Neighbor • Miltiple Causation • Circular Process • Special Ways of Asking Questions • Asking Qauestions About the Future • How Social Scientists Test Predictions

42. Unit 2 - Discovering Differences • What Makes People Different • No Girls Allowed • Six Years of Silence • We See the Same Things Differently • Squash Makes Me Sick! • Where Do We Get Likes and Dislikes? • What Is a Group? • Stereotypes

43. Unit 3 - Friendly and Unfriendly Behavior • Friendly and Unfriendly Behavior • Friendly or Unfriendly? • The Present - Feelings and Intentions • Once Burned, Twice Shy • Warm or Cold? • The Hill Club • Unfriendliness off Target? • Robbers’ Cave Experiment

44. Unit 4 - Being and Becoming • Being and Becoming • Growth and Development • Charlotte • Cliff • Intelligence - Can It Be Tested? • Viki - Chimp and Child • Expectations - The Science Report

45. Unit 5 - Individuals and Groups • Individual - Group Behavior • Alone or Together? • Jamie Alone • The Aquarium Committee • Autocracy and Democracy • Group Pressure - The Majority Wins • The Deviant in the Group

46. Unit 6 - Deciding and Doing • Who Makes Decisions? • What Happened? • Lingon’s Lake I • Lingon’s Lake II • Making a Poster • What Links Deciding to Doing? • What’s the Problem? • Solving Problems

47. Unit 7 - Influencing Each Other • What Is Influence? • Five Kinds of Influence • Influencers in John’s Morning • Children with Influence • The Halo Effect • Group Ignorance • Glossary

48. Lawrence Sherman • Cooperative Learning • Humor and Children’s Gleeful Behavior • Classroom management and behavior settings

49. Lawrence W. Sherman, Oxford, Ohio, Miami University December, 2003 Student of Jacob S. Kounin, 1966-1971, Wayne State University School environments as behavior settings Group Glee (Children’s Humor) Locus of Control Cooperative Learning (Treasurer, IASCE) Computer Supported Intentional Learning Experiences (CSILE)

50. Wayne State University, Detroit, Michigan1965 - 1971Major Influences: • Jacob S. Kounin, Ph. D. Dissertation Advisor • William Wattenberg, Dissertation Committee • Fritz Redl, Dissertation Committee • A. F. Citron, Graduate course work. • Both Redl and Citron were associated with the Commission on Community Interrelations (C.C.I)