The College Classroom Week 6 - Cooperative Learning

Week 6: Cooperative Learning
The College Classroom
February 13, 2013

Please form islands
of 3-4 students
around a
whiteboard.

Teaching Statements Schedule
2

By midnight on
Monday, 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
collegeclassroom.ucsd.edu #tccucsd

Teaching Statement Advice:
3

 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

First paragraph
4

 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
7
expect people to know the material
 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
8
Strategies
PBL – problem-based learning
POGIL – process-oriented guided inquiry learning
PLTL – peer-led team learning
PI – peer instruction

Why are we talking about these today?


2010–2011 Higher Education
Research Initiative (HERI) Faculty
9
Survey [1]
 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 Learning
15

[C]ooperative learning is a teaching practice that
has
the 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 Learning
16

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)

17
Strategies
PBL – problem-based 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]]

POGIL – process-oriented guided inquiry learning
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]


18
Strategies
PLTL– peer-led team learning
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]
PI – peer instruction
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
19

 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


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)
20 H lectures

Ease of implementation
21

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 = hardest
When your group has reached consensus, write
your rankings on the spreadsheet.


Ease of implementation
22
Group PBL POGIL PLTL PI
1
2
3
4
5
6
7
8
9
10
Sum

Communication
23

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
24

http://tinyurl.com/TCCMOOC

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?

MOOCs
25

 xMOOC
Participants watch video lecture,
complete assignments, learn about a
subject or skill.

 cMOOC – connectivist MOOC
The 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 etmooc.org
occur within groups & networks, facilitated
through various online spaces & services.

MOOCs
26

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

MOOCs
27

Interested in learning more about MOOCs?
 cft.vanderbilt.edu/teaching-guides/online-
education/moocs/
@derekbruff
derekbruff.org
 educationaltechnology.ca/couros/
@courosa
#etmooc (educational technology MOOC)


28
Next Week:
Improving the classroom climate:
They’re not dumb, they’re different.

References
29

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
& Media
etmooc.org
5. Hanson, D.M. (2006). Instructor’s Guide to Process-Oriented

The College Classroom Week 6 - Cooperative Learning

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