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Promoting Learning Through Student-Student Interaction

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1 Promoting Learning Through Student-Student Interaction
Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota Middle Tennessee State University March 2007

2 Promoting Learning Through Student-Student Interaction
Please reflect on when and how to promote learning through student-student interaction Jot down some of your ideas Turn to the person next to you Introduce yourself Share thoughts on promoting learning through student-student interaction 2

3 Collaboration Collaboration is a purposive relationship. At the heart of collaboration is a desire or need to solve a problem, create, or discover something Within a set of constraints, including expertise, time, money, competition, and conventional wisdom (p. 36) Michael Schrage Shared minds: The new technologies of collaboration. 3

4 Pedagogies of Engagement
(yeah! The red arrow is pointing at one of our undergrad researchers—Michelle Valeriano) 4

5 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

6 Pedago-pathologies Amnesia Fantasia Inertia
Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), Currently President of the Carnegie Foundation for the Advancement of College Teaching Shulman, Lee S Taking learning seriously. Change, 31 (4), 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,

7 What do we do about these pathologies? – Lee Shulman Activity
Reflection Collaboration Passion Combined with generative content and the creation of powerful learning communities Shulman, Lee S Taking learning seriously. Change, 31 (4), 7

8 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

9 Foundations for Pedagogies of Engagement
Learning is a social activity (John Dewey) Innovative learning requires ambiguity (Stuart Pugh) All learning requires un-learning (John Seely Brown) Learning is situated (Jean Lave) 9

10 Foundations - John Dewey
John Dewey’s ideal school: •a “thinking” curriculum aimed at deep understanding •cooperative learning within communities of learners •interdisciplinary and multidisciplinary curricula •projects, portfolios, and other “alternative assessments” that challenged students to integrate ideas and demonstrate their capabilities. Dewey, John The school and society, 2nd ed. Chicago: University of Chicago Press. 10

11 Kurt Lewin - Social Interdependence Theory (~1935)
Cooperative Learning Kurt Lewin - Social Interdependence Theory (~1935) The essence of a group is the interdependence among members (created by common goals) which results in the group being a "dynamic whole" so that a change in the state of any member of subgroup changes the state of any other member or subgroup An intrinsic state of tension within group members motivates movement toward the accomplishment of the desired common goals. 11

12 Student – Student Interaction Lewin’s Contributions
Founded field of social psychology Action Research Force-Field analysis B = f(P,E) Social Interdependence Theory “There is nothing so practical as a good theory” 12

13 Cooperative Learning Theory – Social Interdependence – Lewin – Deutsch – Johnson & Johnson Research – Randomized Design Field Experiments Practice – Formal Teams/Professor’s Role Theory Research Practice 13

14 •Positive Interdependence •Individual and Group Accountability
Cooperative Learning •Positive Interdependence •Individual and Group Accountability •Face-to-Face Promotive Interaction •Teamwork Skills •Group Processing 14

15 Cooperative Learning: Key Concepts •Positive Interdependence
•Individual and Group Accountability •Face-to-Face Promotive Interaction •Teamwork Skills •Group Processing 15

16 Cooperative Learning Research Support
Johnson, D.W., Johnson, R.T., & Smith, K.A Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4), • Over 300 Experimental Studies • First study conducted in 1924 • High Generalizability • Multiple Outcomes Outcomes 1. Achievement and retention 2. Critical thinking and higher-level reasoning 3. Differentiated views of others 4. Accurate understanding of others' perspectives 5. Liking for classmates and teacher 6. Liking for subject areas 7. Teamwork skills Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www) One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

17 Small-Group Learning: Meta-analysis
Springer, L., Stanne, M. E., & Donovan, S Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET) reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis. The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively. Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www) One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

18 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 Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www) One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

19 The Harvard Assessment Seminars B Richard J. Light
All the specific findings point to, and illustrate, one main idea. It is that students who get the most out of college, who grow the most academically, and who are the happiest, organize their time to include interpersonal activities with faculty members, or with fellow students, built around substantive, academic work. Environmental Factors That Enhance Students= Academic and Personal Development and Satisfaction Alexander Astin in What matters in college: Four critical years revisited. Jossey-Bass, 1993. Student-student interaction Student-faculty interaction A faculty that is very student-oriented Discussing racial/ethnic issues with other students Hours devoted to studying B Time on task Tutoring other students Socializing with students of different race/ethnicity A student body that has high socioeconomic status An institutional emphasis on diversity A faculty that is positive about the general education program A student body that values altruism and social activism 19

20 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) 20

21 Book Ends on a Class Session
21

22 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.

23 Design team failure is usually due to failed team dynamics (Leifer, Koseff & Lenshow, 1995).
It’s the soft stuff that’s hard, the hard stuff is easy (Doug Wilde, quoted in Leifer, 1997)

24 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 U.S. engineering career trends. ASEE Prism, 7(9), 24

25 Teamwork 25

26 Characteristics of Effective Teams
? 26

27 --Katzenbach & Smith (1993)
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 --Katzenbach & Smith (1993) The Wisdom of Teams

28 28

29 •Positive Interdependence •Individual and Group Accountability
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 Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www) One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

30 30

31 Listening and Persuading Decision Making Conflict Management
Teamwork Skills Communication Listening and Persuading Decision Making Conflict Management Leadership 31

32 Group Processing Plus/Delta Format Delta (∆) Plus (+)
Things That Group Did Well Delta (∆) Things Group Could Improve

33 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 33

34 How long to leave groups together? Arranging the room?
Decisions,Decisions Group size? Group selection? Group member roles? How long to leave groups together? Arranging the room? Providing materials? Time allocation? 34

35 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 King Arthur's Round Table: How collaborative conversations create smart organizations. NY: Wiley.

36 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 Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www) One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

37 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 37

38 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. 38

39 It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments. James Duderstadt, 1999 We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference. John Dewey, 1906 39

40 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

41 •EVERY member is responsible for the team’s progress and success.
Code of Cooperation •EVERY member is responsible for the team’s 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

42 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 42


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