Pedagogies of Engagement

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Pedagogies of Engagement Cooperative Learning
and Problem-Based Learning
Karl A. Smith Engineering Education Purdue
University Civil Engineering - University of
Minnesota ksmith_at_umn.edu http//www.ce.umn.edu/sm
ith STEP Project Workshop Louisiana State
University College of Engineering May 2010
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Session Agenda

• Review/Introduce Cooperative Learning (CL)
• Key concepts of CL
• Approaches for implementing CL

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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)
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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
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Individual Group Accountability

• ?

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http//www.ce.umn.edu/smith/docs/Smith-CL20Hando
ut2008.pdf
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Book Ends on a Class Session
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• 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?

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Advance Organizer The most important single
factor influencing learning is what the learner
already knows. Ascertain this and teach him
accordingly. David Ausubel - Educational
psychology A cognitive approach, 1968.
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Quick Thinks

• Reorder the steps
• Paraphrase the idea
• Correct the error
• Support a statement
• Select the response
• Johnston, S. Cooper,J. 1997. Quick thinks
  Active- thinking in lecture classes and televised
  instruction. Cooperative learning and college
  teaching, 8(1), 2-7.

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• Formulate-Share-Listen-Create
• Informal Cooperative Learning Group
• Introductory Pair Discussion of a
• FOCUS QUESTION
• Formulate your response to the question
  individually
• Share your answer with a partner
• Listen carefully to your partner's answer
• Work together to Create a new answer through
  discussion

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Formulate-Share-Listen-Create (Think-Pair-Share)

• Individually read the quote To teach is to
  engage students in learning. . .
• Underline/Highlight words and/or phrases that
  stand out for you
• Turn to the person next to you and talk about
  words and/or phrases that stood out

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To teach is to engage students in learning thus
teaching consists of getting students involved in
the active construction of knowledge. . .The aim
of teaching is not only to transmit information,
but also to transform students from passive
recipients of other people's knowledge into
active constructors of their own and others'
knowledge. . .Teaching is fundamentally about
creating the pedagogical, social, and ethical
conditions under which students agree to take
charge of their own learning, individually and
collectively Education for judgment The
artistry of discussion leadership. Edited by C.
Roland Christensen, David A. Garvin, and Ann
Sweet. Cambridge, MA Harvard Business School,
1991.
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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?
• Give an example or application
• Explain in your own words . . .
• Angelo, T.A. Cross, K.P. 1993. Classroom
  assessment techniques A handbook for college
  teachers. San Francisco Jossey Bass.

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• Session Summary
• (Minute Paper)
• Reflect on the session
• 1. Most interesting, valuable, useful thing you
  learned.
• 2. Things that helped you learn.
• 3. Question, comments, suggestions.
• Pace Too slow 1 . . . . 5 Too fast
• Relevance Little 1 . . . 5 Lots
• Instructional Format Ugh 1 . . . 5 Ah

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MOT 8221 Spring 2010 Session 1 (1/29/10)
Q4 Pace Too slow 1 . . . . 5 Too fast (3.0) Q5
Relevance Little 1 . . . 5 Lots (3.9) Q6
Format Ugh 1 . . . 5 Ah (4.1)
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MOT 8221 Spring 2009 Session 1
Q4 Pace Too slow 1 . . . . 5 Too fast (3.3) Q5
Relevance Little 1 . . . 5 Lots (4.2) Q6
Format Ugh 1 . . . 5 Ah (4.4)
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Informal CL (Book Ends on a Class Session) with
Concept Tests Physics Peer Instruction Eric
Mazur - Harvard http//galileo.harvard.edu Pee
r Instruction www.prenhall.com Richard Hake
http//www.physics.indiana.edu/hake/ Chemistry
Chemistry ConcepTests - UW Madison
www.chem.wisc.edu/concept Video Making
Lectures Interactive with ConcepTests ModularChem
Consortium http//mc2.cchem.berkeley.edu/ STEM
TEC Video How Change Happens Breaking the
Teach as You Were Taught Cycle Films for the
Humanities Sciences www.films.com Harvard Thi
nking Together From Questions to Concepts
Interactive Teaching in Physics Derek Bok
Center www.fas.harvard.edu/bok_cen/
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The Hake Plot of FCI
35.00
SDI
30.00
ALS
WP
25.00
20.00
PI(HU)
15.00
ASU(nc)
WP
10.00
ASU(c)
HU
5.00
0.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Pretest (Percent)
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Richard Hake (Interactive engagement vs
traditional methods) http//www.physics.indiana.ed
u/hake/
Traditional (lecture)
Interactive (active/cooperative)
ltggt Concept Inventory Gain/Total
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Physics (Mechanics) ConceptsThe Force Concept
Inventory (FCI)

• A 30 item multiple choice test to probe student's
  understanding of basic concepts in mechanics.
• The choice of topics is based on careful thought
  about what the fundamental issues and concepts
  are in Newtonian dynamics.
• Uses common speech rather than cueing specific
  physics principles.
• The distractors (wrong answers) are based on
  students' common inferences.

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Strategies for Energizing Large Classes From
Small Groups to Learning Communities Jean
MacGregor, James Cooper, Karl Smith, Pamela
Robinson New Directions for Teaching and
Learning, No. 81, 2000. Jossey- Bass
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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
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Formal Cooperative Learning Task Groups
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http//www.aacu.org/advocacy/leap/documents/Re8097
abcombined.pdf
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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.
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• Teamwork Skills
• Communication
• Listening and Persuading
• Decision Making
• Conflict Management
• Leadership
• Trust and Loyalty

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Design Thinking
Discipline Thinking
Ideo's five-point model for strategizing by
design Hit the Streets Recruit T-Shaped
People Build to Think The Prototype Tells a
Story Design Is Never Done
Tom Friedman Horizontalize Ourselves CQPQgtIQ
AACU College Learning For the New Global Century
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http//www.stanford.edu/group/dschool/big_picture/
our_vision.html
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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.)
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Teamwork
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• Characteristics of Effective Teams
• ?
• ?

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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
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Hackman Leading Teams

• Real Team
• Compelling Direction
• Enabling Structure
• Supportive Organizational Context
• Available Expert Coaching

Team Diagnostic Survey (TDS)
https//research.wjh.harvard.edu/TDS/
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• 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

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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
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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
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Group Processing Plus/Delta Format
Delta (?) Things Group Could Improve
Plus () Things That Group Did Well
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• 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

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• 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

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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
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Challenge-Based Instruction
with the Legacy Cycle
https//repo.vanth.org/portal/public-content/star-
legacy-cycle/star-legacy-cycle
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Problem-Based Learning
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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.
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http//www.udel.edu/pbl/
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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