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_at_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 students 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

3
Session Objectives

• Participants will be able to describe key
  elements of
• Importance and Features of High Performance
  Teamwork for Building Students 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

4

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

5
Student Goals BioSci 110 Spring 2008
https//www.msu.edu/course/bs/110/ebertmay/goals.h
tml
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 SMET faculty Believe
and affirm that every student can learn, and
model good practices that increase learning
starting with the students 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.
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)
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

9
Advance Organizer The most important single
factor influencing learning is what the learner
already knows. Ascertain this and teach him
accordingly._at_ David Ausubel - Educational
psychology A cognitive approach, 1968.
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.
13
Lila M. Smith
14
Pedagogies of Engagement
15
Pedagogies of Engagement Classroom-Based
Practices
http//www.asee.org/about/publications/jee/upload/
2005jee_sample.htm
16
Book Ends on a Class Session
17

• Book Ends on a Class Session
• Advance Organizer
• Formulate-Share-Listen-Create (Turn-to-your-neighb
  or) -- 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)
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

• ?

22
http//www.ce.umn.edu/smith/docs/CLHks.pdf
23
http//www.aacu.org/advocacy/leap/documents/Re8097
abcombined.pdf
24
Top Three Main Engineering Work Activities

• Engineering Total
• Design 36
• Computer applications 31
• Management 29

• Civil/Architectural
• Management 45
• Design 39
• Computer applications 20

Burton, L., Parker, L, LeBold, W. 1998. U.S.
engineering career trends. ASEE Prism, 7(9),
18-21.
25

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

26
Formal Cooperative Learning Task Groups
27
Design team failure is usually due to failed team
dynamics (Leifer, Koseff Lenshow, 1995). Its
the soft stuff thats 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. 4155.)
28
Teamwork
29

• Characteristics of Effective Teams
• ?

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 --Katzen
bach Smith (1993) The Wisdom of Teams
31
(No Transcript)
32
Group Processing Plus/Delta Format
Delta (?) 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 teams 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
36
(No Transcript)
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

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
40
Kolbs 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/inqui
re/inquiry.htm
42
Problem-Based Learning
43
https//repo.vanth.org/portal/public-content/star-
legacy-cycle/star-legacy-cycle
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

45
(No Transcript)
46
(No Transcript)
47
Designing Learning Environments Based on HPL (How
People Learn)
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

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.

50
(No Transcript)
51
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.
52
http//www.udel.edu/pbl/
53
Cooperative Base Groups

• Are Heterogeneous
• Are Long Term (at least one quarter or semester)
• Are Small (3-5 members)
• Are for support
• May meet at the beginning of each session or may
  meet between sessions
• Review for quizzes, tests, etc. together
• Share resources, references, etc. for individual
  projects
• Provide a means for covering for absentees

54
Cooperative Learning Research Support Johnson,
D.W., Johnson, R.T., Smith, K.A. 1998.
Cooperative learning returns to college What
evidence is there that it works? Change, 30 (4),
26-35. Over 300 Experimental Studies First
study conducted in 1924 High Generalizability
Multiple Outcomes
Outcomes 1. Achievement and retention 2.
Critical thinking and higher-level reasoning 3.
Differentiated views of others 4. Accurate
understanding of others' perspectives 5. Liking
for classmates and teacher 6. Liking for subject
areas 7. Teamwork skills
January 2005
March 2007
55
It could well be that faculty members of the
twenty-first century college or university will
find it necessary to set aside their roles as
teachers and instead become designers of learning
experiences, processes, and environments.
James Duderstadt, 1999 Nuclear Engineering
Professor Dean, Provost and President of the
University of Michigan
56
Effective Course Design
(Felder Brent, 1999)
ABET EC 2000
Blooms Taxonomy
Course-specific goals objectives
Classroom assessment techniques
Technology
Cooperative learning
Students
Assessment
Other experiences
Tests
Other measures
Lectures
Labs
57
A Self-Directed Guide to Designing Courses for
Significant Learning L. Dee Fink. 2003. Creating
significant learning experiences. Jossey-Bass.
58
Backward Design ModelWiggins McTighe

• Stage 1. Identify Desired Results
• Stage 2. Determine Acceptable Evidence
• Stage 3. Plan Learning Experiences
• and Instruction

Wiggins, Grant and McTighe, Jay. 1998.
Understanding by Design. Alexandria, VA ASCD
59
Worksheet 1 Worksheet for Designing a
Course/Class Session/Learning Module
Ways of Assessing Actual Teaching-Learning Helpful Resources
Learning Goals for Course/Session/Module This Kind of Learning Activities (e.g., people, things)
1.
2.
3.
4.
5.
6.

60
Backward Design

• Stage 1. Identify Desired Results
• Filter 1. To what extent does the idea,
  topic, or
• process represent a big idea or
  having
• enduring value beyond the
  classroom?
• Filter 2. To what extent does the idea,
  topic, or
• process reside at the heart of
  the discipline?
• Filter 3. To what extent does the idea,
  topic, or
• process require uncoverage?
• Filter 4. To what extent does the idea,
  topic, or
• process offer potential for
  engaging
• students?

61
Backward Design Approach

• Desired Results (Outcomes, Objectives, Learning
  Goals)
• 5 minute university
• Evidence (Assessment)
• Learning Taxonomies
• Plan Instruction
• Cooperative Learning Planning Format Forms

62
Backward Design

• Stage 2. Determine Acceptable Evidence
• Types of Assessment
• Quiz and Test Items
• Simple, content-focused test items
• Academic Prompts
• Open-ended questions or problems that
• require the student to think critically
• Performance Tasks or Projects
• Complex challenges that mirror the
  issues or
• problems faced by graduates, they are
  authentic

63
Backward Design

• Stage 3. Plan Learning Experiences Instruction
• What enabling knowledge (facts, concepts, and
  principles) and skills (procedures) will students
  need to perform effectively and achieve desired
  results?
• What activities will equip students with the
  needed knowledge and skills?
• What will need to be taught and coached, and how
  should it be taught, in light of performance
  goals?
• What materials and resources are best suited to
  accomplish these goals?
• Is the overall design coherent and effective?

64
Design and Implementation of Cooperative
Problem-Based Learning Resources

• Design Framework How People Learn (HPL)
• Design Backward Design Process (Felder Brent,
  Dee Fink and Wiggins McTighe)
• Pellegrino Rethinking and redesigning
  curriculum, instruction and assessment What
  contemporary research and theory suggests.
  http//www.skillscommission.org/commissioned.htm
• Pedagogies of Engagement - Instructional Format
  explanation and exercise to model format and to
  engage workshop participants
• Cooperative Learning (Johnson, Johnson Smith)
• Smith web site www.ce.umn.edu/smith
• University of Delaware PBL web site
  www.udel.edu/pbl
• PKAL Pedagogies of Engagement
  http//www.pkal.org/activities/PedagogiesOfEngagem
  entSummit.cfm
• Design of Challenge-Based (PBL) exercises
• Creating High Quality Learning Environments
  (Bransford, Vye Bateman) -- http//www.nap.edu/o
  penbook/0309082927/html/
• Course, Class Session, and Learning Module
  Design From Objectives and Evidence to
  Instruction Notes

65
It could well be that faculty members of the
twenty-first century college or university will
find it necessary to set aside their roles as
teachers and instead become designers of learning
experiences, processes, and environments. James
Duderstadt, 1999 We never educate directly, but
indirectly by means of the environment. Whether
we permit chance environments to do the work, or
whether we design environments for the purpose
makes a great difference. John Dewey, 1906