Collaborative Learning to Maximize Critical Thinking Techniques for High Impact Practices in the classroom By Nancy Fox

Collaboration Exercise Define – one sentence only Purpose – one word to best represent your group’s ideas Benefit – in your group’s opinion, the most important benefit Concerns – the concern with the most impact Value- is collaboration worth the effort? Yes or No

Researched Definition Two or more students laboring together and sharing the workload equitably as they progress toward intended learning outcomes (The Case for Collaborative Learning). Collaborative learning occurs when we stop relying on experts and teachers to transfer their knowledge to us and instead engage together in making sense and creating meaning for ourselves (Rhea, The Power of Collaborative Learning). Research shows that due to technological advances cognitive abilities in students have decreased: the old adage “use it or lose it” pertains in this situation This is not advocated as a replacement to lectures; rather, they are enhancements which lesson teacher work loads Rudamentary skills in K-12 more cooperation, college more collaboration- learning as discovery

Ideal Collaborative Model

Purpose of Collaboration Promotes: Positive interdependence: the success of the individual is dependent upon the group’s success Positive interaction: share resources while supporting and encouraging efforts to learn Individual and group accountability: each group is responsible for achieving its goals Teamwork skills: interpersonal and small group skills required for the group to function Group processing: evaluate group productivity and make decisions about future contributions or changes Capitalizes on the contemporary wave of student diversity

Benefits of Collaboration: PREPARES STUDENTS FOR CAREERS BY PROVIDING THEM WITH OPPORTUNITIES TO LEARN TEAMWORK SKILLS VALUED BY EMPLOYERS HELPS STUDENTS APPRECIATE MULTIPLE PERSPECTIVES AND DEVELOP SKILLS TO COLLABORATIVELY ADDRESS THE COMMON PROBLEMS FACING A DIVERSE SOCIETY ENGAGES ALL STUDENTS BY VALUING THE PERSPECTIVE EACH STUDENT CAN CONTRIBUTE FROM HIS OR HER PERSONAL ACADEMIC AND LIFE EXPERIENCE Immeasurable Social Impact

Backbone of Collaboration Student-faculty contact Cooperation among students Active learning or discovery SFA is concerned with retention; studies show that students are much more satisfied with their work if they are actively engaged in the classroom instead of passively “spoon fed” information

Concerns of Collaboration The “Free rider” effect – the larger the group, the more free riders take advantage; task performance should be dependent upon all group members such as reciprocal teaching The “Sucker Effect”- the more able team member will gradually offer less information when they are the only one contributing Status Differential Effects- amount of knowledge creates levels of status among group members; low status students miss out on the benefits of interaction “Ganging up on the Task” – the least effort solution by just going through the motions Fairness or Equitability Assessment Scaffolding and making teamwork interdependent upon accomplishing a specific objective solves most of these problems. Give Example -

Collaborative Learning Practices, Ideas, and Tips METHOD HOW IT WORKS LEARNER BENEFIT ASSOCIATION BENEFIT TIPS & TRICKS Problem-Based Learning Small groups work on challenging real-world problems Builds problem-solving and teaming skills Increases the range of known solutions for different situations Messy problems work best; use method to both challenge and create best practices Action Learning and Evaluation Learning by analyzing, doing, and then reflecting on what works Focuses on current challenges; improves project management skills Evaluating what works is key to good management and governance Organize around emerging challenges in your field; commission teams of lead learners Case Studies True or fictional accounts of real world challenges Test knowledge of theories and practices Valuable for teaching and refining a profession’s core competencies Grab some news-making situations; especially good for judgment calls and ethics Role Playing and Simulations Simulated experiences to test how learners apply what they know in dynamic and complex situations Expose fallacies and knowledge gaps in a safe environment Powerful learning experiences with great potential to enliven live and web-based learning Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation Peer Teaching Teams of learners research topics and share findings When we teach something, we really learn it Expands the cadre of capable researchers and facilitators Ideal for issues research teams; cost effective approach to in-house professional development and training Roundtables and Discussion Groups Exploration of topical issues and common challenges Opportunity to compare experiences Easy way to increase member engagement Structure process with questions and desired learning outcomes Innovation Processes Team experiences in developing new products, services, processes, or practices Critical and creative thinking and teaming skills Develops organizational capacity to innovate Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it Cohort Learning Teaming people for a sustained learning experience across courses and sessions Sustained relationships with learning partners Provides meaningful networking and long-term loyalty Ideal for special leadership development programs Social Media Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning Real-time access to collective intelligence Dynamic way to build content and add to the body of knowledge Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions Communities of Practice Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves Access to specialized, often tacit, knowledge Effective way of engaging and growing special interest groups Provide goals, set expectations, and encourage facilitation to improve the learning experience

Problem-Based Learning How it Works Learner Benefit Association Benefit Tips and Tricks Small groups work on challenging real-world problems Builds problem-solving and teaming skills Increases the range of known solutions for different situations Messy problems work best; use method to both challenge and create best practices

Action Learning and Evaluation How it Works Learner Benefit Association Benefit Tips and Tricks Learning by analyzing, doing, and then reflecting on what works Focuses on current challenges; improves project management skills Evaluating what works is key to good management and governance Organize around emerging challenges in your field commission teams of lead learners

Case Studies How it Works Learner Benefit Association Benefit Tips and Tricks True or fictional accounts of real world challenges Test knowledge of theories and practices Valuable for teaching and refining a profession’s core competencies Grab some news-making situations; especially good for judgment calls and ethics

Role Play and Simulations How it Works Learner Benefit Association Benefit Tips and Tricks Simulated experiences to test how learners apply what they know in dynamic and complex situations Expose fallacies and knowledge gaps in a safe environment Powerful learning experiences with great potential to enliven live and web-based learning Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation

Peer Teaching How it Works Learner Benefit Association Benefit Tips and Tricks Teams of learners research topics and share findings When we teach something, we really learn it Expands the cadre of capable researchers and facilitators Ideal for issues research teams; cost effective approach to in-house professional development and training

Innovation Processes How it Works Learner Benefit Association Benefit Tips and Tricks Team experiences in developing new products, services, processes, or practices Critical and creative thinking and teaming skills Develops organizational capacity to innovate Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it

Roundtable and Discussion Groups How it Works Learner Benefit Association Benefit Tips and Tricks Teams of learners research topics and share findings When we teach something, we really learn it Expands the cadre of capable researchers and facilitators Ideal for issues research teams; cost effective approach to in-house professional development and training

Cohort Learning How it Works Learner Benefit Association Benefit Tips and Tricks Teaming people for a sustained learning experience across courses and sessions Sustained relationships with learning partners Provides meaningful networking and long-term loyalty Ideal for special leadership development programs

Social Media How it Works Learner Benefit Association Benefit Tips and Tricks Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning Real-time access to collective intelligence Dynamic way to build content and add to the body of knowledge Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions

Communities How it Works Learner Benefit Association Benefit Tips and Tricks Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves Access to specialized, often tacit, knowledge Effective way of engaging and growing special interest groups Provide goals, set expectations, and encourage facilitation to improve the learning experience

QEP SFA 101 Freshman Seminar Project Current project by SFA for better Freshman outcomes and better retention

Facilitating Experiential Learning The appendix of the symposium contains classroom plans for incorporating these facets of guiding collaborative learning.

COG’s Ladder

Implementation The internet contains a plethora of ways to create collaborative web sites. The following are just two among manyYouTube video examples. Collaboration Strategies http://www.youtube.com/embed/KDhvvo5FBTY   Collaborative Classroom: Specific instructions about how to create a Google website for your classroom http://www.youtube.com/embed/L7TownoAnm0

Assessing Student Learning Outcomes through Collaborative Learning Assessment Assessing Student Learning Outcomes through Collaborative Learning Assessment Schedule Throughout the semester, you will use the assessments you determine to be necessary in your course. This might be quizzes or tests, but it will probably be much less formal activities such as think-pair-shares or "muddiest points". (See Angelo & Cross' book on assessment if you are not sure what these are). As the instructor of your course, YOU will determine what suits your needs best. Since the QEP is basically a research project, we do have a few standard assessments that all FLC participants will incorporate into their courses: 1. CAT (Critical thinking Assessment Test) First, as a pre-test, all students in the HIP-designated freshmen course (your class!) will take the CAT. This is a standardized test that they can complete in about an hour. This assessment will be offered during the 2nd week of the semester at several different times. Students will sign up for a specific time outside of class to complete the assessment (dates will be announced during your Development Semester). Students will take this assessment again as a post-test in their junior or senior year after they have completed their 2nd HIP-designated course. 2. Three Formative Assessment Scenarios The other assessments are course-embedded and formative and are also identical for all HIP-designated courses. These will be administered during the 3rd, 8th, and 12th weeks of the semester. (As you know, the more similar we can make the conditions the better in terms of comparative assessment). The assessments are basically activities that require students to read several documents and provide a written response. Let me use the first one as an example: Week 3 - Students will receive 3 documents (SFA's policy on academic integrity, a modified version of "A Question of Plagiarism" from the instructor CD, and a page about the SFA Way). Students will be asked to read the "Question of Plagiarism" scenario and respond to a prompt question about academic integrity. (They can use the additional information, but do not have to. You will be asked not to encourage them either way during the testing conditions - just the fact that they elect to do so is a possible indicator of HOTS.) Upon completion of the written response, you will score the written product with the HOTS rubric  and submit of copy of the completed rubric with the work sample to the HIP Office, where our assessment specialist will enter the data into our system (instructor names are not logged with student output - remember, this is not about your specific teaching abilities but about student development over time). This activity would be a great way to see what students' views are on the topic before you directly teach them about it, but you are free to make curriculur scheduling decisions you deem appropriate for your own class. The format of the other 2 assessment activities (see topics below) are identical to this, except that the documents are different and the topics are too. The task, however, is nearly identical. Week 8 - Alcohol Poisoning (Whose fault is it that a student dies from alcohol poisoning? Scenario provided, with additional information about alcohol poisoning, criminal responsibility, and ethical decision making). Week 12 - The Value of a College Education (Student is asked to provide information about his/her rationale for attending and completing college)

Higher Order of Thinking Skills