Cooperative Inquiry-Based Learning: Teamwork Essentials

1. Cooperative Inquiry-Based Learning: Teamwork Essentials Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota ksmith@umn.edu - http://www.ce.umn.edu/~smith/ Bio Sci 110 – Teaching Assistant Workshop Michigan State University January 8, 2009

2. Workshop Layout • Welcome & Overview • Cooperative Inquiry – Importance of teamwork for building student’s inquiry skills • Problem-Based Cooperative Learning Example • Design and Teamwork Features • Backward Design Approach – Course, Class or Lab Session, and Learning Module Design: From Objectives and Evidence to Instruction • Wrap-up and Next Steps 2

3. Session Objectives • Participants will be able to describe key elements of: • Importance and Features of High Performance Teamwork for Building Student’s Inquiry Skills • Cooperative Problem-Based learning • Research on How People Learn and Cooperative Learning • Backward design process • Participants will begin applying key elements to the design of a course, lab or class session or learning module 3

4. Backward Design Model (Wiggins & McTighe) • Identify Desired Results • Determine Acceptable Evidence • Plan Learning Experiences and Instruction 4

5. Student Goals – BioSci 110 – Spring 2008 5 https://www.msu.edu/course/bs/110/ebertmay/goals.html

6. Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology – National Science Foundation, 1996 Goal – All students have access to supportive, excellent undergraduate education in science, mathematics, engineering, and technology, and all students learn these subjects by direct experience with the methods and processes of inquiry. Recommend that SME&T faculty: Believe and affirm that every student can learn, and model good practices that increase learning; starting with the student=s experience, but have high expectations within a supportive climate; and build inquiry, a sense of wonder and the excitement of discovery, plus communication and teamwork, critical thinking, and life-long learning skills into learning experiences. 6

7. Inquiry and the National Science Standards • Learners are engaged in scientifically oriented questions • Learners give priority to evidence, which allows them to develop and evaluate explanations • Learners formulate explanations from evidence • Learners evaluate their explanations in light of alternative explanations • Learners communicate and justify their proposed explanations National Academy of Sciences. 2000. Inquiry and the National Science Education Standards: A guide for teaching and learning. Center for Science, Mathematics, and Engineering Education, National Research Council. Washington, DC: National Academy Press (http://www.nap.edu) 7

8. Teamwork, Cooperative Learning and Bio Sci 110 • Please reflect on when and how to promote learning, inquiry and critical thinking through cooperative learning • Jot down some of your ideas • Turn to the person next to you • Introduce yourself • Share thoughts on promoting learning, inquiry and critical thinking using cooperative learning 8

9. Advance Organizer “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.@ David Ausubel - Educational psychology: A cognitive approach, 1968. 9

10. Lila M. Smith

11. Pedago-pathologies Amnesia Fantasia Inertia Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s); Stanford University, Past President of the Carnegie Foundation for the Advancement of College Teaching Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.

12. What do we do about these pathologies? – Lee Shulman Activity Reflection Collaboration Passion Combined with generative content and the creation of powerful learning communities Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. 12

13. Lila M. Smith

14. Pedagogies of Engagement 14

15. Pedagogies of Engagement: Classroom-Based Practices http://www.asee.org/about/publications/jee/upload/2005jee_sample.htm 15

16. Book Ends on a Class Session 16

17. Book Ends on a Class Session • Advance Organizer • Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every 10-12 minutes • Session Summary (Minute Paper) • What was the most useful or meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the “muddiest” point in this session?

18. Informal Cooperative Learning Groups Can be used at any time Can be short term and ad hoc May be used to break up a long lecture Provides an opportunity for students to process material they have been listening to (Cognitive Rehearsal) Are especially effective in large lectures Include "book ends" procedure Are not as effective as Formal Cooperative Learning or Cooperative Base Groups

19. Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups See Cooperative Learning Handout (CL College-804.doc) 19

20. Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome). Key Concepts •Positive Interdependence •Individual and Group Accountability •Face-to-Face Promotive Interaction •Teamwork Skills •Group Processing

21. Individual & Group Accountability • ? 21

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23. http://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdfhttp://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf 23

24. Engineering Total Design – 36% Computer applications – 31% Management – 29% Civil/Architectural Management – 45% Design – 39% Computer applications – 20% Top Three Main Engineering Work Activities Burton, L., Parker, L, & LeBold, W. 1998. U.S. engineering career trends. ASEE Prism, 7(9), 18-21. 24

25. Teamwork Skills • Communication • Listening and Persuading • Decision Making • Conflict Management • Leadership • Trust and Loyalty 25

26. Formal Cooperative Learning Task Groups

27. Design team failure is usually due to failed team dynamics (Leifer, Koseff & Lenshow, 1995). It’s the soft stuff that’s hard, the hard stuff is easy (Doug Wilde, quoted in Leifer, 1997) Professional Skills (Shuman, L., Besterfield-Sacre, M., and McGourty, J., “The ABET Professional Skills-Can They Be Taught? Can They Be Assessed?” Journal of Engineering Education, Vo. 94, No. 1, 2005, pp. 41–55.)

28. Teamwork 28

29. Characteristics of Effective Teams • ? 29

30. A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable • SMALL NUMBER • COMPLEMENTARY SKILLS • COMMON PURPOSE & PERFORMANCE GOALS • COMMON APPROACH • MUTUAL ACCOUNTABILITY --Katzenbach & Smith (1993) The Wisdom of Teams

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32. Group Processing Plus/Delta Format Delta (Δ) Things Group Could Improve Plus (+) Things That Group Did Well

33. Team Charter • Team name, membership, and roles • Team Mission Statement • Anticipated results (goals) • Specific tactical objectives • Ground rules/Guiding principles for team participation • Shared expectations/aspirations

34. Code of Cooperation •EVERY member is responsible for the team’s progress and success. •Attend all team meetings and be on time. •Come prepared. •Carry out assignments on schedule. •Listen to and show respect for the contributions of other members; be an active listener. •CONSTRUCTIVELY criticize ideas, not persons. •Resolve conflicts constructively, •Pay attention, avoid disruptive behavior. •Avoid disruptive side conversations. •Only one person speaks at a time. •Everyone participates, no one dominates. •Be succinct, avoid long anecdotes and examples. •No rank in the room. •Respect those not present. •Ask questions when you do not understand. •Attend to your personal comfort needs at any time but minimize team disruption. •HAVE FUN!! •? Adapted from Boeing Aircraft Group Team Member Training Manual

35. Ten Commandments: An Affective Code of Cooperation • Help each other be right, not wrong. • Look for ways to make new ideas work, not for reasons they won't. • If in doubt, check it out! Don't make negative assumptions about each other. • Help each other win, and take pride in each other's victories. • Speak positively about each other and about your organization at every opportunity. • Maintain a positive mental attitude no matter what the circumstances. • Act with initiative and courage, as if it all depends on you. • Do everything with enthusiasm; it's contagious. • Whatever you want; give it away. • Don't lose faith. • Have fun Ford Motor Company 35

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37. Professor's Role in • Formal Cooperative Learning • Specifying Objectives • Making Decisions • Explaining Task, Positive Interdependence, and Individual Accountability • Monitoring and Intervening to Teach Skills • Evaluating Students' Achievement and Group Effectiveness 37

38. Formal Cooperative Learning – Types of Tasks • Jigsaw – Learning new conceptual/procedural material • 2. Peer Composition or Editing • 3. Reading Comprehension/Interpretation • 4. Problem Solving, Project, or Presentation • 5. Review/Correct Homework • 6. Constructive Academic Controversy • 7. Group Tests

39. Challenged-Based Learning • Problem-based learning • Case-based learning • Project-based learning • Learning by design • Inquiry learning • Anchored instruction John Bransford, Nancy Vye and Helen Bateman. Creating High-Quality Learning Environments: Guidelines from Research on How People Learn 39

40. Kolb=s Experiential Learning Cycle Concrete Experience Testing implications of concepts in new situations Observation and Reflections Formulation of abstract concepts and generalizations

41. 5 E Learning Cycle Model • Engage • Explore • Explain • Elaborate • Evaluate http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

42. START Apply it Problem posed Learn it Identify what we need to know Problem-Based Learning 42

43. https://repo.vanth.org/portal/public-content/star-legacy-cycle/star-legacy-cyclehttps://repo.vanth.org/portal/public-content/star-legacy-cycle/star-legacy-cycle 43

44. National Research Council Reports: How People Learn: Brain, Mind, Experience, and School (1999). How People Learn: Bridging Research and Practice (2000). Knowing What Students Know: The Science and Design of Educational Assessment (2001). The Knowledge Economy and Postsecondary Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn NCEE Report Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. (2006). http://www.skillscommission.org/commissioned.htm 44

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47. Designing Learning Environments Based on HPL (How People Learn) 47

48. Some Important Principles About Learning and Understanding The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences. The second important principle about how people learn is that to develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application. A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. Jim Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests 48

49. The Students Explain1 • In trying to make their thoughts clear for other people, student achieve greater clarity for themselves. • The students themselves determine what it is they want to understand. • People come to depend on themselves. • Students recognize the powerful experience of having their ideas taken seriously, rather than simply screened for correspondence to what the teacher wanted. • Students learn an enormous amount from each other. • Learners come to recognize knowledge as a human construction, since they have constructed their own knowledge and know that they have. • 1Duckworth, E. 1987. The having of wonderful ideas" & other essays on teaching and learning. New York: Teachers College Press.

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