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 Grinnell College June 2, 2014

2. Workshop Layout • Welcome and Overview • Further Reflection on Readings/Discussion • 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. Overall Goal • Build your repertoire of cooperative learning strategies as well as skills and confidence for implementing them 3

4. Workshop Objectives • Participants will be able to : • Describe key features of cooperative learning and effective, interactive strategies for facilitating learning • Build on key elements of Course Design Foundations • How People Learn (HPL) • Understanding by Design (UbD) process – Content (outcomes) – Assessment – Pedagogy • Explain key features of and rationale for Cooperative Learning • Identify connections between cooperative learning and desired outcomes of courses and programs • Participants will begin applying key elements to the design on a course, class session or learning module 4

5. 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

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) 28

9. 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 29

10. Decisions,Decisions Group size? Group selection? Group member roles? How long to leave groups together? Arranging the room? Providing materials? Time allocation? 30

11. Personal Response System • Socrative.com (Socrative Student) • My room 678635 31

12. Optimal Group Size? • 2 • 3 • 4 • 5 • 6 32

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

14. Group Selection? • Self selection • Random selection • Stratified random • Instructor assign • Interest 34

15. 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

16. 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/‎ 36

17. Project-Based Cooperative Learning Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota ksmith@umn.edu http://www.ce.umn.edu/~smith Design-Build Project 67

18. Project Based Cooperative Learning Format TASK: Complete the project. INDIVIDUAL: Engage. Pay attention to task and group dynamics. COOPERATIVE: One design from the group. EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used complete the project. EVALUATION: Best design within available resources or constraints. INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the design and (b) the team process. 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. 68

19. Design-Build Project • The engineering method is design under constraints – Wm. Wulf, Former President, National Academy of Engineering • The engineering method (design) is the use of state-of-the-art heuristics to create the best change in an uncertain situation within the available resources– Billy Koen, Mechanical Engineering Professor, UT-Austin, author Discussion of the Method, 2003, 2011 69

20. Design-Build Project • Teams of 3-4 – randomly assigned • Experience entire project life cycle in about 30 minutes • Goal is for all teams to meet the specification (design requirement) • Attend to both the task and the team work 70

21. Team Member Roles • Task Recorder • Process Recorder • Time Monitor • Materials Manager 71

22. Design objective Design and build a tower at least 25 cm high that can support a stack of textbooks. The tower is built from index cards and office tape. Design rules Materials are 100 index cards and one roll of office tape Cards can be folded but not torn No piece of tape can be longer than 2 inches Tower cannot be taped to the floor Tower must be in one piece, and easily transported in one hand Time to design and build: 15 minutes Height is measured from the ground to the lowest corner of the book placed on top Tower must support books for at least 10 seconds before the measurement is made Room must be cleaned up before measurements are made.

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

24. Teamwork & Project Management Heuristics--Examples • Identify the weak link and Allocate resources to the weak link • Freeze the design--at some stage in the project (when about 75% of the time or resources are used up) the design must be frozen • Discuss the process and ask meta-level questions, e.g., What are we doing? Why are we doing it? How does it help? 74

25. 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) 75

26. 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 76

27. Edmonson-Competitive_Advantage_of_Learning-HBR-2008.pdf

28. Designing and Implementing Cooperative Learning • Think like a designer • Ground practice in robust theoretical framework • Start small, start early and iterate • Celebrate the successes; problem-solve the failures

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