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GETTING THE MOST OUT OF COLLABORATIVE LEARNING

GETTING THE MOST OUT OF COLLABORATIVE LEARNING. Karen Smith, Ph.D. UC Blue Ash College. Why use Collaborative Learning?. Improves students’ academic success. Improves student attitudes. Improves retention. Promotes camaraderie. Reduces math anxiety. Breaks up the class. More Benefits.

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GETTING THE MOST OUT OF COLLABORATIVE LEARNING

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  1. GETTING THE MOST OUT OF COLLABORATIVE LEARNING Karen Smith, Ph.D. UC Blue Ash College

  2. Why use Collaborative Learning? • Improves students’ academic success • Improves student attitudes • Improves retention • Promotes camaraderie • Reduces math anxiety • Breaks up the class

  3. More Benefits ▪Students enjoy teaching and learning from their peers ▪Promotes critical thinking skills ▪ Supports active learning ▪ To have fun! kissclipart.com

  4. Despite our best efforts, however, collaborative learning does not always end in the desired results

  5. navaed.com

  6. classteaching.wordpress.com

  7. Designing Effective Cooperative Learning • Pre-instruction: • Define objectives and plan content • Determine group sizes and membership • Set time limits for each part of activity • In Class: • Explain task and expectations to students • Monitor student progress • Assess student learning • Closure

  8. Various Types of Collaborative Learning (my experiences) • Longer-term group projects • Informal Group Work • Mini-Projects (15 − 40 minutes)

  9. Longer-Term Group Projects • Bulk of the work done outside of class • Frequently includes a presentation • For projects requiring longer than 2 weeks, break into well-defined pieces with separate due dates • Use wikis, blogs, etc., allowing students to communicate online

  10. Informal Group Work ●Give a few problems, have students work independently, then compare with neighbor ●I circulate around the room guiding those in need ●Students are doing, not watching, so this helps them see if they really understand ●Helps me see where there are difficulties ● Generally no formal assessment ● Sometimes students come to the board to share solutions

  11. Mini-Projects • Done completely in class in one class period • 10 – 40 minutes in length • I assign groups, changing groups each time • Conclude with class discussion

  12. White Boards and Task Assignments • White boards promote class discussion • Assigning students specific tasks within • the group helps keep students engaged • (spokesperson, paper scribe, board • scribe, manager, reader) • One paper written up and turned in for • the group

  13. Different Versions • For some mini-projects, I write different versions • The goal is for students to exchange ideas and learn from each other • Everyone writes up their own solutions, listing names of their group members under their name • Papers are graded individually

  14. Sample Mini-Project for Calculus (Several versions with mixed problem order) This mini-projects helps students learn when to use basic rules of differentiation

  15. Another Mini-Project for Calculus (Again, several versions)

  16. SampleMini-Project for Quantitative Reasoning (One version – done with white boards)

  17. Another Mini-Project for Quantitative Reasoning (Four versions with labels for different products: Clif Bars, Nature Valley Granola Bars, and Power Bars)

  18. Student Feedback • What is the best thing about working in groups on projects in class? • You can talk it out to get the best answer. • Helps me learn and bounce ideas off each other. • I learn without feeling stupid or like I’m behind. • Discussing to help remember. • What is the worst thing about working in groups on projects in class? • Working with people get distracted easily. • Sometimes you get people in your group that do not help. • When nobody knows what they’re doing. • When you know you’re right but your partner insists you’re wrong 

  19. References Arney, K. (2010) “A Collaborative Learning Environment in a Mathematics Classroom.” @inproceedings{Arney2010ACL, title={A Collaborative Learning Environment in a Mathematics Classroom}, author={Kristin Arney}, year={2010} Daneshamooz, S., Alamolhodaei, H., Darvishian, S. (2012). “Experimental Research about Effect of Mathematics Anxiety, Working Memory Capacity on Students’ Mathematical Performance with Three Different Types of Learning Methods.” ARPN Journal of Science and Technology, 2(4), 313-321. Hsiung, Chin-Min (2012). “The Effectiveness of Cooperative Learning.” Journal of Engineering Education, 101(1), 119-137. Isaac, M.L. (2012). “’I Hate Group Work!’ Social Loafers, Indignant Peers and the Drama of the Classroom.” English Journal, 101(4), 83-89. Johnson, D.W., Johnson, R.T. (1998). “Maximizing Instruction Through Cooperative Learning.” ASEE Prism, Vol. 7, 24-29. Johnson, D.W., Johnson, R.T. (1992). “Implementing Cooperative Learning.” Contemporary Education, 63(3), 173-180. Leopard, A., Wells, K. (2008). “Practicing What We Preach: Cooperative Learning Practices.” Presentation at the 34th Annual AMATYC Conference, Washington D.C. Oakley, B., Felder, R.M., Brent, R., Elhajj, I. (2004). “Turning Student Groups into Effective Teams.” Journal of Student Centered Learning, 2(1), 9-34 Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T. (2005). “Pedagogies of Engagement: Classroom-Based Practices.” Journal of Engineering Education, 94(1), 87-101. Springer, L., Stanne, M.E., Donovan, S.S. (1999). “Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis.” Review of Educational Research, 69(1), 21-51. Stewart, J., Redlin, L., Watson, S. (2012). Algebra and Trigonometry, 3rd Edition. Brooks/Cole. Terezini, P.T., Cabrera, A. F., Colbeck, C.L., Parente, J.M., Bjorklund, S.A. (2001). “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains.” Journal of Engineering Education, 90(1),123-130. Yamarik, S. (2007). “Does Cooperative Learning Improve Student Learning Outcomes?” Journal of Economic Education, 38(3),259-265.

  20. Web Resources • http://et.nwresd.org/files/Power%20Point.pdf • http://www.pgcps.pg.k12.md.us/~elc/learning1.html • http://cte.unt.edu/content/files/_MKT/MKT_BestPractices/Coop_Learn/Coop_Learning_info_all.pdf • http://web.calstatela.edu/faculty/jshindl/cm/cooplearning.htm • http://serc.carleton.edu/introgeo/cooperative/group-types.html • http://www.co-operation.org/ • http://archive.wceruw.org/nise/ • http://www.iasce.net/ • http://www.go.wisc.edu/5071x6

  21. Thank you for coming! • karen.smith@uc.edu

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