Design and Implementation of Cooperative Learning

1. Design and Implementation ofCooperative Learning Karl A. Smith STEM Education Center / Technological Leadership Institute / Civil Engineering – University of Minnesota & Engineering Education – Purdue University ksmith@umn.edu - http://www.ce.umn.edu/~smith DoaneCollege August 19, 2014

2. Workshop Layout • Welcome and Overview • Formal Cooperative Learning Rationale and Principles • Formal Cooperative Learning Strategies • Cooperative Problem-Based Learning • Cooperative Jigsaw • Cooperative Project-Based Learning • Aligning outcomes, assessment, and instruction • Design and Implementation 2

3. Workshop Objectives • Participants will be able to : • Describe design and facilitation decisions and options associated with implementing cooperative learning • Apply cooperative learning to classroom practice • Apply measures of individual learning in cooperative learning (assurance of learning that demonstrates both individual and group accountability for the task output) • Develop an application of cooperative learning to a deep learning task in a course. • Identify additional cooperative learning techniques and associated applications in course 3

4. 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 http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

5. Reflection and Dialogue • Individually reflect on your practice of Pedagogies of Engagement, especially Cooperative Learning and Challenge-Based Learning (Case, Problem, Project). Write for about 1 minute • Key ideas, insights, applications – Success Stories • Questions, concerns, challenges • Discuss with your neighbor for about 2 minutes • Select one Success Story, Suggestion for Implementing, etc. that you would like to present to the whole group if you are randomly selected

6. Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups Notes: Cooperative Learning Handout (CL College-912.doc) www.ce.umn.edu/~smith/docs/CL%20College-912.doc 6

7. Book Ends on a Class Session Smith, K.A. 2000. Going deeper: Formal small-group learning in large classes. Energizing large classes: From small groups to learning communities. New Directions for Teaching and Learning, 2000, 81, 25-46. [NDTL81Ch3GoingDeeper.pdf] 7

8. Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups See Cooperative Learning Handout (CL College-912.doc) 8

9. Formal Cooperative Learning Task Groups

10. 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.)

11. http://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdfhttp://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf 11

12. 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. 12

13. Teamwork 13

14. Reflection and Dialogue • Individually reflect on the Characteristics of High Performing Teams. Think/Write for about 1 minute • Base on your experience on high performing teams, • Or your facilitation of high performing teams in your classes, or • Or your imagination • Discuss with your team for about 3 minutes and record a list

15. Characteristics of Effective Teams? • ? • ? 15

16. 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

17. 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 http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

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

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-912.doc) 19

20. 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 20

21. Decisions,Decisions Group size? Group selection? Group member roles? How long to leave groups together? Arranging the room? Providing materials? Time allocation? 21

22. Personal Response System • Socrative.com (Socrative Student) • My room 678635 22

23. Optimal Group Size? • 2 • 3 • 4 • 5 • 6 23

24. Formal Cooperative Learning Task Groups Perkins, David. 2003. King Arthur's Round Table: How collaborative conversations create smart organizations. NY: Wiley.

25. Group Selection? • Self selection • Random selection • Stratified random • Instructor assign • Interest 25

26. 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 Controversy • 7. Group Tests

27. Cooperative Jigsaw JIGSAW SCHEDULE COOPERATIVE GROUPS (3-4 members) PREPARATION PAIRS CONSULTING/SHARING PAIRS TEACHING/LEARNING IN COOPERATIVE GROUPS WHOLE CLASS REVIEW www.jigsaw.org/‎ 27

28. Cooperative Jigsaw Objectives • Participants will be able to list and describe features of Informal, Formal and Base Cooperative Groups • Participants will be able to elaborate on multiple ways Positive Interdependence and Individual Accountability were structured • Participants will identify features to implement in their own lesson plans

29. JIGSAW SCHEDULE COOPERATIVE GROUPS PREPARATION PAIRS CONSULTING/SHARING PAIRS TEACHING/LEARNING IN COOPERATIVE GROUPS WHOLE CLASS REVIEW

30. Preparation~ 20 min Teach & Learn ~ 15 min Informal ~ 5 min Formal ~ 5 min Base ~ 5 min

31. Cooperative Learning Jigsaw: • Overview – CL Notes p. 8 – All • Informal Cooperative Learning –Notes pp. 9-13 (9-10) – 1 • Formal Cooperative Learning – Notes pp. 14-20 (14-15) – 2 • Cooperative Base Groups – Notes pp. 21-22– 3

32. Jigsaw Procedure (Adapted from Johnson, Johnson & Smith, 1998) When you have information you need to communicate to students, an alternative to lecturing is a procedure for structuring cooperative learning groups called jigsaw (Aronson, 1978). Task: Think of a reading assignment you will give in the near future. Divide the assignment into multiple (2- 4) parts. Plan how you will use the jigsaw procedure. Procedure: Positive Interdependence is structured in the jigsaw method through creating resource interdependence. The steps for structuring a "jigsaw" lesson are: 1. Cooperative Groups: Distribute a set of instructions and materials to each group. The set needs to be divisible into the number of members of the group (2, 3, or 4 parts). Give each member one part of the set of materials. 2. Preparation Pairs: Assign students the cooperative task of meeting with someone else in the class who is a member of another learning group and who has the same section of the material to complete two tasks: a. Learning and becoming an expert on their material. b. Planning how to teach the material to the other members of their group. 3. Practice Pairs: Assign students the cooperative task of meeting with someone else in the class who is a member of another learning group and who has learned the same material and share ideas as to how the material may best be taught. These "practice pairs" review what each plans to teach their group and how. The best ideas of both are incorporated into each presentation. 4. Cooperative Group: Assign students the cooperative tasks of: a. Teaching their area of expertise to the other group members. b. Learning the material being taught by the other members. 5. Evaluation: Assess students' degree of mastery of all the material. Recognize those groups where all members reach the preset criterion of excellence.

33. Preparation Pairs TASKS: a. Master Assigned Material – Skim Chapter b. Plan How to Teach It To Group PREPARE TO TEACH: a. List Major Points You Wish to Teach – 3 – 5 points b. List Practical Advice Related to Major Points c. Prepare Visual Aids/Graphical Organizers d. Prepare Procedure to Make Learners Active, Not Passive COOPERATIVE: One Teaching Plan From The Two Of You, Both Of You Must Be Ready to Teach

34. Processing Please complete the sentence: One thing you did that helped me learn was . . .

35. Consulting/Practice Pairs • TASKS: • Find Someone Who Prepared To Teach the Same Section • Prepare Your Teaching Plan • Listen Carefully To Other’s Teaching Plan • Incorporate Other’s Best Ideas Into Your Plan • COOPERATIVE: Ensure Both of You Are Ready to Teach

36. Teach and Learn Group TASK: Learn ALL the Material (All three sections) COOPERATIVE: Goal: Ensure All Group Members Understand All Sections of Material Resource: Each Member Has One Part Roles: Teach, Learn EXPECTED CRITERIA FOR SUCCESS: Everyone learns and teaches an area of expertise, Everyone learns others' area of expertise, Everyone summarizes and synthesizes INDIVIDUAL ACCOUNTABILITY: Professor Monitors Participation of All Learners Team members check for understanding Individual implementation EXPECTED BEHAVIORS: Good Teaching, Excellent Learning, Summarizing, Synthesizing INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.

37. Jigsaw -- Role of Listening Members Clarify material by asking questions Suggest creative ways to learn ideas and facts Relate information to other strategies and elaborate Present practical applications of information Keep track of time Appropriate Humor

38. JIGSAW SCHEDULE COOPERATIVE GROUPS PREPARATION PAIRS CONSULTING/SHARING PAIRS TEACHING/LEARNING IN COOPERATIVE GROUPS WHOLE CLASS REVIEW

39. Jigsaw Processing Things We Liked About It Traps to Watch Out For

40. 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

41. 42 http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

42. 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 Controversy • 7. Group Tests

43. Challenge-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 44

44. Challenge-Based Instruction Cycle The Challenges Generate Ideas Go Public Legacy Cycle Test Your Mettle Multiple Perspectives Research & Revise https://repo.vanth.org/portal/public-content/star-legacy-cycle/star-legacy-cycle 45

45. START Apply it Problem posed Learn it Identify what we need to know Problem-Based Learning 46

46. First Course Design Experience UMN – Institute of Technology • Thinking Like an Engineer • Problem Identification • Problem Formulation • Problem Representation • Problem Solving Problem-Based Learning

47. Problem Based Cooperative Learning Format TASK: Solve the problem(s) or Complete the project. INDIVIDUAL: Estimate answer. Note strategy. COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem. EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem. EVALUATION: Best answer within available resources or constraints. INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem. EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members. INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group. 50

48. Cooperative Problem-Based Learning January 13, 2009—New York Times – http://www.nytimes.com/2009/01/13/us/13physics.html?em

49. 52 http://scaleup.ncsu.edu/

50. http://www.ncsu.edu/PER/scaleup.html