1. Active/Cooperative Learning Jeff Froyd Texas A&M University froyd@tamu.edu

2. Acknowledgements I gratefully acknowledge those who have contributed resource materials for this talk: –Rich Felder, North Carolina State University –Rebecca Brent, NSF - SUCCEED Coalition –Karl Smith, University of Minnesota –Lynn Bellamy & Barry McNeil, Arizona State University –Larry Michaelson, Johnson & Johnson,... –Karan Watson, Texas A&M University –Jim Morgan, Texas A&M University –Cesar Malave, Texas A&M University –P. K. Imbrie, Purdue A&M University

3. Active Learning When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation. Bonwell, C. and J. Eison, “Active Learning: Creating Excitement in the Classroom,” ASHE-ERIC Higher Education Report No. 1, 1991 (http://www.ntlf.com/html/lib/bib/91- 9dig.htm)http://www.ntlf.com/html/lib/bib/91- 9dig.htm

4. Cooperative Learning Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Five essential components must be present for small- group learning to be truly cooperative: 1) clear positive interdependence between students 2) face to face interaction 3) individual accountability 4) emphasize interpersonal and small-group skills 5) processes must be in place for group review to improve effectiveness

5. P P ositive Interdependence I I ndividual Accountability  G  G roup Processing  S  S ocial Skills F F ace-To-Face, Promotive Interaction How do I know if it is active/cooperative learning ( ACL)?

6. ACL Elements Positive Interdependence - Team members must rely on each other to accomplish goals. Individual Accountability - Members are held accountable for doing their share of the work, as well as mastering all material. Face-to-Face Interaction - Some or all work should be done by members working together.

7. ACL Elements (continued) Group Processing - Teams periodically reflect on what they do well as a team, what they could improve, and what they might need to do differently. Social Skills - Team members practice and receive instruction in leadership, decision- making, communication, and conflict management.

8. Why Active/Cooperative Learning? http://www.physics.indiana.edu/~sdi/ajpv3i.pdf

9. Why Active/Cooperative Learning? Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231 Thorough review of literature on –Active learning –Cooperative learning –Problem-based learning

10. Why Active/Cooperative Learning? Springer, L., Stanne, M. E., and 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 –Often-referenced metal analysis of studies of small-group learning

11. Why Active/Cooperative Learning? Johnson, D.W., Johnson, R.T., and Smith, K.A. (1998). Cooperative Learning Returns to College: What Evidence Is There That It Works? Change, July/August 1998 –Another meta-analysis of efficacy of cooperative learning by internationally- known researches on cooperative learning and teams

12. Why Active/Cooperative Learning? Terenzini, 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 –Study synthesizes student self-reports of learning gains across many different classes in the Ecsel Engineering Education Coalition

13. Why Active/Cooperative Learning? Wright, J.C., Millar, S.B., Kosciuk, S.A., Penberthy, D. L., Williams, P.H., Wampold, B.E. (1998). A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence. Journal of Chemical Education, 85(8), 986-992A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence –Study shows a very thorough assessment of differences between a well-taught lecture class and a structured active learning class through the eyes of faculty who teach subsequent courses

14. Why Active/Cooperative Learning? Crouch, C.H., and Mazur, E. (2001) Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977 –Summarizes reports of increased performance across ten years of experience with peer instruction

15. Why Active/Cooperative Learning? Buck, J.R., & Wage, K. E. (2005). Active and Cooperative Learning in Signal Processing Courses. IEEE Signal Processing Magazine, 22(2), 76-81 Felder, R.M., Felder, G.N., Dietz, E.J. (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students. Journal of Engineering Education, 98(4), 469- 480A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students

16. Why Active/Cooperative Learning? Foundation Coalition web site –http://www.foundationcoalition.orghttp://www.foundationcoalition.org –See Active/Cooperative Learning Twenty Terrible Reasons for Lecturing –http://www.brookes.ac.uk/services/ocsd/2_learntch /20reasons.htmlhttp://www.brookes.ac.uk/services/ocsd/2_learntch /20reasons.html

17. Questions Review the one-page document on active/cooperative learning. Turn to your neighbor. Formulate a question about active/cooperative learning that you would like addressed.

18. Questions Is there type of course where ACL is appropriate? How to you encourage individual accountability? Can you cover as much material with ACL? Can you do ACL with large classes? YES Can you do ACL with online classes? How to improve competencies with ACL? Concern with applicability of ACL? Any change implies risk? What about risk from deparment head? Colleagues?

19. Cooperative Learning Structures Putting active/cooperative learning to work.

20. Book Ends on a Class Session Source: Karl Smith, University of Minnesota

21. Cooperative Learning Structures Jigsaw –Break material to be covered into 4-5 different topics –Create groups of students assigned to each topic. Each group will work so its members become experts on the assign topic. –Create new groups of 4-5 which contain one member from each expert group. New groups teach each other about the 4-5 topic.

22. Cooperative Learning Structures THINK – PAIR – SHARE How does the jigsaw structure incorporate –Positive Interdependence? –Individual Accountability? –Face-to-Face Promotive Interaction?

23. Cooperative Learning Structures Think – Pair – Share Structured Problem Solving Jigsaw Within-Team Jigsaw Visible Quiz – visually show answers to multiple-choice questions Paired Annotations – working through a derivation

24. ACL Elements Mini-document on –Positive interdependence (5 minutes) –Individual accountability (5 minutes) –Face-to-face, promotive interaction (5 minutes)

25. ACL Assignment Each team should select one topic normally taught for which they which to develop an ACL in-class activity. 3 minutes