California State University – Dominguez Hills Pegadogies of Engagement: Using Cognitive Science to Design Instruction for Diverse Learners Karl A. Smith Civil Engineering University of Minnesota ksmith@umn.edu http://www.ce.umn.edu/~smith California State University – Dominguez Hills October 2005
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. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Formulate-Share-Listen-Create (Think-Pair-Share) Individually read the quote “To teach is to engage students in learning. . .” Underline/Highlight words and/or phrase that stand out for you Turn to the person next to you and talk about words and/or phrases that stood out 3
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms, Lila M. Smith
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms, Lila M. Smith
Backdrop – Recent Reports National Research Council Reports: How People Learn: Brain, Mind, Experience, and School (1999). How People Learn: Bridging Research and Practice (2000). Knowing What Students Know: The Science and Design of Educational Assessment (2001). The Knowledge Economy and Postsecondary Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn
Designing Learning Environments Based on HPL (How People Learn)
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) 10
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
Book Ends on a Class Session
Book Ends on A Class Session 1.Advance Organizer 2.Formulate-Share-Listen-Create (Turn-to-your- neighbor) B repeated every 10-12 minutes 3.Session Summary (Minute Paper) 1.What was the most useful or meaningful thing you learned during this session? 2.What question(s) remain uppermost in your mind as we end this session? 3.What was the “muddiest” point in this session?
Formal Cooperative Learning Task Groups Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine Bill Camplbell and I started working on New Paradigms in 1993. Perkins, David. 2003. King Arthur's Round Table: How collaborative conversations create smart organizations. NY: Wiley.
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
Formal Cooperative Learning 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