COOPERATIVE LEARNING: PLANNING, IMPLEMENTATION

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COOPERATIVE LEARNINGPLANNING, IMPLEMENTATION
ASSESSMENT
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Effective Course Design under OBE
Students
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(makes learning visible)
(makes content visible)
A paradigm shift for educational systems
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HOW?Lets try and design a learning environment
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Sample Subject and Learning Outcomes
Subject Code Introduction to Engineering (SKF
1023)
Learning Outcomes
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Sample Learning Environment Desired behaviours
to succeed in university

• If I want to teach students the factors that lead
  to success and factors that lead to failure in
  the university, how should I do it? What should
  be done to infuse generic skills in the learning
  environment? How should they be assessed?

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PHASES OF IMPLEMENTING CL
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Pre-implementation Getting Started

• For first timers start gradually
• Identify topics outcomes for informal and
  formal CL
• Expect and anticipate problems not everything
  will be smooth sailing may get resistance from
  students
• Get the forms ready eg personal info, peer
  evaluation
• Establish rules and regulations may include
  suggestions from students
• Briefing on CL and motivation
• Team formation
• Teambuilding and motivation
• Before lesson
• Identify parts and the activities for CL
• Flush out details from slides
• Estimate time requirements

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Pre-implementation Briefing on CL for Students

• Definition
• Benefits
• Past results and comments from students
• Making it work teamwork and team-building
• Motivation
• Rules and regulations
• Grading breakdown

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Pre-implementation In-class Activities in CL

• Determine the content and generic skills outcome
• Tell students amount of time given for activity
• Before teaching new concepts eg ask for example
  applications, recall previous related material
• Omit details in derivations/examples
• Let students discuss written material/diagrams/gra
  phs first before explaining
• In-class examples/assignments/quizzes
• Probe for deeper understanding eg predict, spot
  weaknesses, find alternatives, verifying answers
• Randomly call on students after allotted time
• Ask for volunteers after several random calls
• Reflection and reading sessions
• Break groups for selected tasks
• Use a variety of activities

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Some Tips on Implementation

• Give periodic motivation very important!!
• Let students periodically evaluate and reflect
  individual and group functioning more often
  initially
• Give periodic surveys of the class to students
• Plan class time and activities CAREFULLY,
  especially for multiple section subjects
• Circulate around the groups get to know the
  students
• Counsel dysfunctional groups
• For improvements, read literature or talk to
  colleagues have a support group
• To speed-up in-class examples, go step by step
  with all groups VERY IMPORTANT!
• To save time, ask students to go through
  derivations or easier topics out of class and
  reward them.
• Always stick to the TIME

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How to give motivation?

• Motivational words or encouragement, esp from
  Quran Hadith
• About learning knowledge
• Emotional intelligence
• Change management
• Ask students who have taken the course to give
  motivation
• Former students already working or anyone from
  related industries

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Assessment
Zaidatun Tasir Khairiyah Mohd. Yusof Syed Ahmad
Helmi Syed Hassan
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Why bother?

• Assessment drives learning
• In OBE, whatever content and skills claimed in
  the subject learning outcomes must be assessed
  for proof
• Need to coach students in skills too, not just
  content
• Must assess to get students to participate and
  learn the skills
• Must clearly indicate expectations give grading
  scheme
• Skills and attitude grading use rubrics
• Need to design course grading - not just based
  on examinations and tests!

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Managing Assessment

• Choose the most appropriate methods
• Written, time-constrained, cooperative activity,
  IT, creativity, oral, in or out of classroom
• Work out what you really want to assess
• Product, process, team effort, deep learning
• Keep good records of assessment
• Systematic, use technology, student easily
  informed
• Reduce the burden of assessment
• Involve students, diversify measurement

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Choosing Methods of Assessment

• Fit for purpose
• Appropriate to the context, the students, the
  level, the subject and the institution
• What learning outcomes are being satisfied
• through formal examinations
• through coursework tasks

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Tools for Assessment in CL

• Test
• Learners Questionnaires - perceptions
• Teachers observations
• Learning contracts. - These provide goal-based
  evaluation of personal, group, or content goals.
• Group works reports meeting minutes, peer
  teaching notes etc.
• Peer assessment peer rating
• Self-assessment self-evaluation
• Reflection Journal
• Learning Porfolio
• Rubric

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Example Driving learning in a team with
assessment

• How to ensure that peer teaching actually occurs?

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Example Driving learning in a team with
assessment

• Each team member must turn-in peer-teaching notes
  made for the team
• Individual quiz where the individual grade is the
  average of the team members grade

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Tools for Assessment in CL Learning Contract

• Learning contracts are agreements between a
  teacher (or teaching team) and a learner (or
  occasionally a group of learners).
• Provide a useful mechanism for reassuring both
  parties about whether a planned piece of work
  will meet the requirements of a course or module
• This is particularly valuable when the assessment
  is not in the form of a set essay title, or an
  examination.

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Reflection Journal

• A journal is a student's ongoing record of ideas,
  thoughts, experiences and reflections on a given
  topic.
• Journals go beyond the demands of typical written
  assignments as they promote the integration of
  personal thoughts and expressions with course
  material.

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Reflection Journal

• Through Reflection Journal
• Learners can regularly record daily reviews on
  reflection journal pads while performing in their
  respective group projects.
• write what has been done so far, what should have
  been done better, and how much they have learned.
  
• freely write their feelings, thought processes,
  and difficulties they experienced during the
  learning process.
• All records can be shared with other learners.

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Learning Portfolio

• A portfolio as an assessment procedure is a
  collection of a students work in an area,
  showing growth, self-reflection, and achievement.
  
• Portfolios can also show a cooperative groups
  progress

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Learning Portfolio

• Contents of portfolios
• 1.      Cover sheet that creatively reflects the
  nature of the students (or groups) work.  
• 2.      Table of contents that includes the title
  of each work sample and its page number.
• 3.      The rationale explaining what work
  samples are included, why each one is
  significant, and how they all fit together in a
  holistic view of the students (or groups) work.
• 4.      The work samples.
• 5.      A self-assessment written by the student
  or the group members.
• 6.      Future goals based on the students (or
  groups) current achievements, interests, and
  progress.
• 7.      Others comments and assessments from the
  teacher, cooperative learning groups, and other
  interested parties.

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Cooperative Learning Portfolio

• Contents
• Cover sheet that creatively reflects groups
  personality
• Table of contents
• Description of the group and its members
• Introduction to portfolio and rationale for the
  work samples included
• Group work samples that necessitated cooperation
• Observation data of group members interacting as
  they were engaged in cooperative work on their
  projects
• Self-assessment of the group by its members
• Individual members work samples that were
  revised on the basis of group feedback
  (compositions, presentations, etc.)
• Self-assessment of members including their
  strengths and weaknesses in facilitating group
  effectiveness and other members learning
• List of future learning and social skills goals
  for the group and each of its members
• Comments and feedback from faculty and other
  groups

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Tools for Assessment in CL - Rubric

• A rubric is a scoring guide that seeks to
  evaluate a student's performance based on the sum
  of a full range of criteria rather than a single
  numerical score.
• particularly useful in assessing criteria which
  are complex and subjective.

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Tools for Assessment in CL - Rubric

• The advantages of using rubrics in assessment are
  that they
• allow assessment to be more objective and
  consistent
• focus the teacher to clarify his/her criteria in
  specific terms
• clearly show the student how their work will be
  evaluated and what is expected
• promote student awareness of about the criteria
  to use in assessing peer performance
• provide useful feedback regarding the
  effectiveness of the instruction
• provide benchmarks against which to measure and
  document progress

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Tools for Assessment in CL - Rubric

• When are rubrics an appropriate evaluation
  technique?
• Rubrics are appropriate for
• Writing assignments
• Group activities, extended projects and oral
  presentations (e.g., Chicago Public Schools,
  1999 Danielson, 1997a 1997b Schrock, 2000
  Moskal, 2000).
• Appropriate for both pre-college and college
  classroom evaluation purposes (e.g., State of
  Colorado, 1999 Schrock, 2000 Moskal, 2000
  Knecht, Moskal Pavelich, 2000).
• rubric is used does not depend on the grade level
  or subject, but rather on the purpose of the
  assessment.

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Sample Rubric for E-learning Forum Post
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Developing Rubric Setting Performance/Evaluation
Criteria

• Specific achievement to be evaluated
• Must be SMART
• Specific
• Measurable
• Accountable
• Result-oriented
• Time-bound

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Tips in Developing Rubric

• Determine what will be the evaluation criteria
• Analytic verses Holistic
• Analytic like checklist - separate evaluation
  of each of factors
• Holistic - support broader judgements concerning
  the quality of the process or the product.
• General verses Task Specific
• E.g. If the purpose of a given course is to
  develop a student's oral communication skills
  use a general rubric
• Oral presentation - to evaluate the students'
  knowledge a general rubric may not be adequate.
• To evaluate students' factual and conceptual
  knowledge use a "Task Specific" rubric
• Provide a description of what is expected at each
  score level

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Parts of a Rubric
Criteria
Indicators
Rating Scales
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Tips in Developing Rubric

• Steps in developing Rubric
• identify the indicators/qualities that need to be
  displayed in a student's work to demonstrate
  proficient performance (Brookhart, 1999) - form
  the levels of scoring
• E.g. - Three score levels.
• Defining the criteria for the top level of
  performance
• Defining the criteria for lowest level of
  performance - What type of performance would
  suggest a very limited understanding of the
  concepts that are being assessed?
• The contrast between the criteria for top level
  performance and bottom level performance is
  likely to suggest appropriate criteria for middle
  level of performance.

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Tips in Developing Rubric

• Each score category should be defined using
  descriptions of the work rather then judgements
  about the work (Brookhart, 1999).
• For example, "Student's mathematical calculations
  contain no errors," is preferable over,
  "Student's calculations are good."
• The phrase "are good" requires the evaluator to
  make a judgement whereas the phrase "no errors"
  is quantifiable.
• Rubric Validation
• To determine whether a rubric provides adequate
  descriptions ask another teacher to use it to
  evaluate the same student responses.
• Differences between the scores assigned by the
  original rubric developer and the second scorer
  will suggest how the rubric may be further
  clarified.

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Tips in Developing Rubric

• Common features of rubric
• focus on measuring a stated objective
  (performance, behavior, or quality)
• use a range to rate performance
• contain specific performance characteristics
  arranged in levels indicating the degree to which
  a standard has been met

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Using Rubric

• It is better to have a few meaningful score
  categories then to have many score categories
  that are difficult or impossible to distinguish.
• Students should receive rubrics beforehand
• It will provide the scaffolding necessary to
  improve the quality of their work and increase
  their knowledge.

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Lets try to make a rubric now!
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Can you expand on this rubric?
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Assessment on Team-working
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Assessment of Team-working Peer and Self
Evaluation

• Rate peers and own performance, not academic
  ability
• Needed to ensure accountability
• Provide comments area to justify the evaluation
• Findings many students underrate themselves
  some may need lecturers intervention
• Explain to students the need for honest
  evaluation
• Can use straight forward average autorating is
  better
• Some samples available

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Sample Peer and Self Rating

• Please write the names of all of your group
  members, INCLUDING YOURSELF, and rate the degree
  to which each member fulfilled his/her
  responsibilities in completing the
  project/assignments. The possible ratings are as
  follows
• Excellent Consistently went above and beyond
  tutored group-mates, carried more than his/her
  fair share of the load, led discussions and drew
  in quiet members, provided references and
  explanations, insightful, highly positive,
  motivates and encourages others
• Very Good Consistently did what he/she was
  supposed to do, very well prepared and
  cooperative, generate discussions, always
  positive and encouraging
• Good Always did what he/she was supposed to do,
  prepared and cooperative but doesnt go beyond
  what is necessary, participate in discussions,
  always positive
• Satisfactory Usually did what he/she was supposed
  to do, acceptably prepared and cooperative, tries
  to participate in discussions, usually positive
• Ordinary Often did what he/she was supposed to
  do, sometimes participates in discussions,
  somewhat positive
• Marginal Sometimes fail to show up or complete
  assignments, rarely prepared, sometimes negative
• Deficient Often fail to show up or complete
  assignments, unprepared, always negative
• Unsatisfactory Consistently fail to show up or
  complete assignments, unprepared, demotivate
  others
• Superficial Practically no participation
• No show No participation at all, did not come at
  all

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Grading - Autorating

• Mark group assignment or project. Let marks M
• Convert ratings to numbers. Eg
• Excellent 10, V. good 9, Good 8, ,
  Superficial 1, No show 0
• On a spreadsheet, enter the numerical ratings
  received by each team member and calculate
  average rating for each member, Ai.
• Get team average rating, A S Ai / number of
  members, N
• Calculate adjustment factor, f Ai / A. Cap
  fmax at 1.05.
• Calculate individual grade, G f x M

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Example of Autorating
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Why is autorating better than simply taking the
average rating?
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CL and Authentic Assessment

• Cooperative group work provides an opportunity
  for learners to express and build a range of
  social and intellectual skills.
• The principles of authentic assessment--
• that it be learner-centered and help learners
  achieve their goals,
• that it be part of the learning experience,
• that it use a variety of procedures,
• that it provide feedback that will lead to better
  instruction

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Back to planning
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Easing Chemical Engineering Students into PBL
using CL

• Course Introduction to Engineering
• Required for all chemical engineering first year,
  first semester students
• Number of students per class 55 to 60 (2
  classes in 2005/06-2 semester)
• Objective
• Assist students in transition from the
  pre-university to university
• Prepare for PBL through CL activities
• Introduce students to engineering and engineering
  education

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Inculcating Skills for PBL in Introduction to
Engineering
Skills for PBL
includes interpersonal skills includes
technical reading includes thinking skills
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Preparing students first-timers

• Start gradually (eg with Think-pair-share)
• Proceed to formal CL
• Develop team-working
• Interpersonal skills
• Interdependent learning
• Technical reading
• Communication

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Sample Learning Environments
Additional regular activities reflection and
e-learning
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Sample Planning Chart
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