International Conference on Kurt Lewin: Contribution to Contemporary Psychology. Casimirus The Great University of Bydgoszcz, Institute of Psychology September 10-12, 2004 Mogilno, Poland

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International Conference on Kurt
LewinContribution 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 Shermans home page at
• http//www.users.muohio.edu/shermalw

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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
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Larry Sherman (left), Richard (center) and Pat
(right) SchmuckMogilno, Poland, September 12,
2004
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Kurt Lewin A Truly Global Man
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Kurt Lewins 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, Lewins 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.

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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
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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
Johnsons contributions to the world of
cooperative learning.
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Ron and Peg LippittAnn Arbor, Michigan 1960s?
With Lewin and White Social Climates
(democratic, autocratic and laissez-faire
leadership styles) Action Research
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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
  Lewins dissertation father by Alfred Marrow.
• This year (2004) marks the 50th anniversary of
  the United States Supreme Courts 1954 Brown vs
  the Board of Education decision regarding
  separate but equal schools. Kenneth B. Clarks
  major testimony along with Gordon Allport and
  Stuart Cook, before that court was very
  influential. Clark, Allport and Cook were all
  past member of Lewins Commission on Community
  Interrelations (C.C.I.). Details of Clarks
  involvement have recently been highlighted in the
  APAs 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.

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The International Association for the Study of
Cooperation in Education (I.A.S.C.E)

• Our genealogy
• Shermans first involvement in 1988 with two
  presentations, Both dealing with uses of
  Cooperative Learning pedagogy in higher
  education
• Sherman (1988)
• Sherman Woy-Hazelton (1988)

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Five Basic Elements of Cooperative Learning

• Positive Interdependence
• Individual Accountability
• Face To Face Interactions
• Heterogeneous Grouping
• Social Skills

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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
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PAT (left) and RICHARD (center) SCHMUCK AND
SHLOMO SHARAN (right), IASCE CONFERENCE 1988,
TEL AVIV, ISRAEL
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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
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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 its first
  conference in Israel. Richard Schmuck became
  its first President.
• IASCE celebrated its 25th Anniversary this year
  at its most recent International Conference in
  Singapore.

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Richard Schmuck

• Action Research

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Reflective Professional Practice
Mature

Collaborative Action Research
Gaining
Experience
Public Dialogue
Solitary Dialogue
Self
Focus on Self
Focus on Others
Focus on Results
New in Field
Individual
Increasing Collaboration
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STP Concepts
P
T Desired Target
S Current Situation
path plan procedure project - proposal
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Force-Field AnalysisCurrent Situation(S)
Facilitating Forces
Restraining Forces
Most desired state on this side
Undesirable state on this side
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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.

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Traditional Research

• A social studies teacher must write a field study
  to earn a masters 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.

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Action Research

• 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 councils 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.

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Differences Between Action and Traditional
Researchers
Improvement versus Explanation Development versus Knowledge Perspectives versus Experimentation Local versus Universal
Action researchers seek a shared understanding of how those who work together affect one another. They are concerned with intervention for continuous improvement. Traditional researchers seek to explain how social relations function, why people influence one another, and what characterizes an effective group or organization. They are concerned with explanation and truth. Action researchers wish to foster development and self-renewal of their own group or organization. They are concerned with planned change. Traditional researchers seek to build a body of knowledge about social relations that grows over time. They are concerned with accumulation of knowledge. Action researchers strive to reach beyond their own, limited points of view by collecting data on multiple perspectives of significant others, they are concerned with obtaining trustworthy information from the right people. Traditional researchers strive to move outside their subjective realities by collecting data in controlled experiments or field studies. They are concerned with obtaining objective data from a representative sample. Action researchers work by themselves or engage colleagues in self-study and problem solving to increase local effectiv- eness. They are con- cerned with building tentative theories to guide future steps in the change and improv- ement process. Traditional researchers engage other researchers worldwide in studies to build universal theory. They are concerned with establishing generalized principles.
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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
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PROACTIVE ACTION RESEARCH

1. TRYING A NEW PRACTICE (to have a different effect
   or to bring about better outcomes)
2. INCORPORATING HOPES AND CONCERNS INTO PRACTICE
3. COLLECTING DATA TO TRACK STUDENTS REACTIONS
4. CHECKIG ON WHAT THE DATA MEAN
5. REFLECTING ON ALTERNATIVE WAYS TO BEHAVE
6. TRYING ANOTHER NEW PRACTICE

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Steps to Proactive Research
Steps Examples
1. Try a new practice to have a different effect on others or to bring about better outcomes. A new way to prepare students to work in groups A new method to teach some part of the curriculum A new procedure to have students assess their own learning
2. Incorporate hopes and concerns into the new practice. Hopes are what one strives to accomplish. Hopes Student will work more diligently together and not hitchhike on the hard work of a few peers. Students will work harder and make fewer mistakes. The new assessment procedures will lead to portfolio assessments that are meaningful and engaging to students.
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2 (contd). Concerns are what one predicts might happen, creating cautionary expectations about the new actions. Concerns Some students will require one-on-one counseling before they are ready to work cooperatively with their peers. Some students will be confused with the new method and show their frustration by resisting parts of the new method Some students- particularly those who now get high grades- might not wish to use portfolio assessment.
3. Collect data regularly to keep track of the students reactions and behavioral changes. Once a week, the teacher asks students to fill out questionnaires about their reactions to group work. The teacher also asks a committee of five students to observe the work groups and give feedback to the class about what it finds. The teacher asks a colleague to observe the class while the new method of teaching is being used. The teacher also asks the colleague to keep a journal about the new practice. The teacher sends questionnaires to parents about the new assessment procedures. The teacher also interviews a random sample of students about portfolio assessment.
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4. Check what the data mean. The teacher holds discussions once a week with the class to analyze the data on group work. Colleague-to-colleague exchanges occur regularly about the new teaching method. A committee of parents meets to review the new assessment procedures.
5. Reflect on alternative ways to behave. How is what is happening during group work related to what is said about and done with the group work? The teacher writes a solitary dialogue between her caring self and challenging (or confrontational) self. How else might the new practice be carried out? The teacher writes a solitary dialogue between her past self and future self about the new practice. How can the students be motivated and evaluated? The teacher finishes a sentence stems such as, As a modern educator, I prefer to motivate students to work hard by emphasizing the following ways of evaluating their academic performance The teacher writes a solitary dialogue between her stern self and permissive self.
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6. Try another new practice. (The sequence has traveled full circle back to step 1. Revisions are made in the original practices to make them more effective). In the next group assignment, students start in pairs before creating large work groups. The teacher tries a few of her colleagues suggestions for revising the new teaching method. The teacher prepares a one-page explanation of portfolio assessment for parents.
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RESPONSIVE ACTION RESEARCH

1. COLLECTING DATA TO DIAGNOSE THE SITUATION
2. ANALYZING THE DATA FOR THEMES AND ACTION IDEAS
3. PRESENTING THE DATA AND ANNOUNCING CHANGES
4. TRYING A NEW PRACTICE
5. CHECKING TO SEE HOW OTHERS ARE REACTING
6. COLLECTING DATA TO ASSESS THE SITUATION

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Steps to Responsive Action Research
Steps Examples
1.Collect data to diagnose the situation. A school-climate committee collects questionnaire data from all staff members on their perceptions and feeling about the staffs social-emotional climate. Members of a site council interview a random sample of parents about their views on the schools strengths and weaknesses. The administrative cabinet uses observations in several behavior settings to assess citizens participation in the schools extracurricular programs.
2. Analyze the data for themes and ideas for action. The school-climate committee notes a large communication gap between the certified faculty and the classified staff. The site council concludes that parents tend to be satisfied with the schools math and science offerings but are not please with students writing and speaking skills. The administrative cabinet believes that while a considerable number of citizens attend boys sports events, too few attend girls sports events.
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3. Distributes the data to others and announce changes that will be tried The school-climate committee announces its findings at a whole-staff meeting. It tells everyone that it will be running a four-hour workshop for the entire staff in a few weeks. The focus of that workshop will be on improving communication between classroom teachers and other staff members. The site council distributes its data back to the teachers and announces it will run a series of small-group discussions with heterogeneous groups of teachers. The administration cabinet presents its data to the staff and PTA. It announces, in both settings, that it will ask for volunteers to participate in an advertising campaign to get more adults to attend girls sports events.
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4. Try a new practice to have a different effect on others. The school-climate committee designs and orchestrates a four-hour workshop for the entire staff. The topic of the workshop is getting to know our colleagues better-it takes all of us working together to educate our youngsters. The site council runs eight discussions for eight different teacher groups of seven each. It concludes with a new task force to work on speaking and writing across the curriculum. The administrative cabinet attracts fifteen volunteers (six teachers, seven parents, and two citizens without children in school) to create an advertising campaign for girls sports events.
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5. Check to see how others are reacting. The school-climate committee closely watches to see that certified and classified staff become better acquainted and share information about the school with one another. The site council decides to talk informally with the language teachers to give the special encouragement during the change process. The administrative cabinet strives to give the fifteen volunteers ample reinforcement and support for their participation in organizing and running the campaign for girls sports.
6. Collect data to diagnose the situation. (Again the sequence has circled back to step 1 however, in this second data collection, the general methods used will be supplemented with specific questions about the particular issues worked on). What happened to the communication gap between certified and classified staff members? What is going on in the effort to implement a program on speaking and writing across the curriculum? What is happening with citizen participation at girls sports events?
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Patricia SchmuckLewis Clark CollegePortland,
Oregon

• Ronald Lippitts Social Science Curriculum and
  Action Research

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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

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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

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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

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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

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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

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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

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Unit 6 - Deciding and Doing

• Who Makes Decisions?
• What Happened?
• Lingons Lake I
• Lingons Lake II
• Making a Poster
• What Links Deciding to Doing?
• Whats the Problem?
• Solving Problems

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Unit 7 - Influencing Each Other

• What Is Influence?
• Five Kinds of Influence
• Influencers in Johns Morning
• Children with Influence
• The Halo Effect
• Group Ignorance
• Glossary

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Lawrence Sherman

• Cooperative Learning
• Humor and Childrens Gleeful Behavior
• Classroom management and behavior settings

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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 (Childrens Humor) Locus of
Control Cooperative Learning (Treasurer,
IASCE) Computer Supported Intentional Learning
Experiences (CSILE)
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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)

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Jacob Kounin Professor Emeritus, Wayne State
University, Detroit, Michigan, 1970
Experimental Studies of Rigidity and
co-satiation Exploratory Ecological
Research Classroom management and
Discipline. Signal systems and
Behavior Settings. Many collaborations
with Paul Gump.
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Kounins Issues in Classroom Management

• The Ripple Effect
• Withitness
• Transitions
• Overlapping
• Group Focus
• Variety
• Satiation and co-satiation connections
• Signal Systems and Behavior Settings

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Roger Barker, 1963, Kurt Lewin Memorial
Award With Dembo and Lewin Frustration
Regression With Jacob Kounin Child Behavior
and Development Stream of Behavior Behavior
Settings With Paul Gump Big School Small
School
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Paul Gump with Edna Friedman, WSU, Detroit,
Michigan, 1970
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Some Useful General References

• Brody C.(Chair), Baloche, L., Schmuck, R.,
  Sherman, L., and Sharan, Y. (2004). The Past and
  Future of Cooperative Learning Perspectives from
  Leaders in the IASCE. Panel Session at IASCE
  Conference (draft version), Singapore, June ?2004
  http//www.users.muohio.edu/shermalw/iasce's
  history.doc
• Morton Hunt (1993). The Story of Psychology.
  New York Doubleday.
• Alfred F. Marrow (1969). The Practical Theorist
  The Life and Work of Kurt Lewin. New York Basic
  Books.
• The Journal of Social Issues and The Society for
  the Psychological Study of Social Issues (SPSSI),
  especially the list of Lewin Memorial Award
  Winners.
• Monitor on Psychology. American Psychological
  Association, Vol. 35, No. 8, pp. 56-72.
  (Desegregation to Diversity? Psychology takes a
  look at a half century of response to Americas
  watershed decision of Brown v. Board of
  Education). Special emphasis is made on
  Clarks work and how it was grounded in Kurt
  Lewins social action research - work in the
  community rather than only in a lab. Like Lewin,
  Clark believed that research could spur social
  activism and empower community members to change
  society for the better p. 60.
• Philogene, G. (editor), (2004). Racial identity
  in context The Legacy of Kenneth B. Clark.
  Washington, D.C. American Psychological
  Association.

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Richard Schmuck References

• Richard A. Schmuck (1997). Practical action
  research for change. Arlington Heights, IL
  IRI/Skylight Training and Publishing.
• Richard Schmuck (editor) (2000). Practical
  action research a collection of articles.
  Arlington Heights, IL Skylight Training and
  Publishing.
• Richard and Patricia Schmuck (2001, 8th
  edition)). Group Processes in the Classroom.
  Boston, MA McGraw Hill.

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Jacob Kounin References

• Roger Barker, Jacob Kounin Ralph. White (1943).
  Child Behavior and Development. New York
  McGraw Hill.
• Jacob S. Kounin (1970). Discipline and Group
  Management in Classrooms. New York Holt,
  Rinehart Winston.
• Kounin, J. S., and Sherman, L. W. (1979). School
  environments as behavior settings. Theory Into
  Practice, 18(3), 145-151.

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Lawrence Sherman References

• Sherman, L. W. (2001). Cooperative Learning and
  Computer-Supported Intentional Learning
  Experiences. In (Chris Wolfe, editor), Learning
  and Teaching on the World Wide Web. San Diego,
  CA Academic Press, 113-130. http//www.users.muo
  hio.edu/shermalw/wolf_chapter-draft3-25.htm
• Sherman, L. W. (2000). Postmodern Constructivist
  Pedagogy for Teaching and Learning Cooperatively
  on the Web. CyberPsychology and Behavior
  Special Issue. (Volume 3, No 1, 2000).
• Sherman, L. W. (1993). Organizer of the 11th
  4th (ISHS) International Conference on Humor
  and Laughter (October, 1993). Miami University's
  John E. Dolibois Campus, Grand-Duche de
  Luxembourg, Europe.
• Sherman, L. W. Woy-Hazelton, S. (1988). The
  student team project A long-term cooperative
  strategy in graduate environmental studies. Paper
  presentation to the Fourth Convention of the
  International Association for the Study of
  Cooperation in Education. Kibbutz Shefayim,
  Israel, July 5-8, 1988. ERIC DOCUMENT, ED
  299-872.
• Sherman, L. W. (1988). Cooperative classroom
  pedagogies in undergraduate education. Paper
  presentation to the Fourth Convention of the
  International Association for the Study of
  Cooperation in Education. Kibbutz Shefayim,
  Israel, July 5-8, 1988. ERIC DOCUMENT ED 299-873.
  
• Sherman, L. W. (1985). Humor and social distance.
  Perceptual and Motor Skills, 61, 1274.
• Kounin, J. S., and Sherman, L. W. (1979). School
  environments as behavior settings. Theory Into
  Practice, 18(3), 145-151.
• Sherman, L. W. (1984). Development of children's
  perceptions of internal control A
  cross-sectional and longitudinal analysis.
  Journal of Personality, 52(4), 338-354.
• Sherman, L. W. (1975). An ecological study of
  glee in small groups of preschool children. Child
  Development, 46, 53-61.