1. Design and Implementation of Cooperative Learning and Problem-Based Learning Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota New Mexico State University PRIMOS Workshop August 10, 2009

2. 2 Designer of Learning Opportunities 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 [Nuclear Engineering Professor Emeritus; Former Dean, Provost and President of the University of Michigan]

3. 3 Session Layout Welcome & Overview Guiding Questions & Participant Survey Backward Design Approach – Course, Class Session, and Learning Module Design: From Objectives and Evidence to Instruction Cooperative Learning – Definition & Example Implementation

4. 4 Session Objectives Participants will be able to describe key elements of: –Backward design process Learning outcomes Assessment strategies Instructional approaches –Cooperative learning (CL) Essential elements, especially Interdependence and Accountability Types – Informal CL, Formal CL & Cooperative base groups Participants will begin applying key elements to the design on a course, class session or learning module

5. 5 Guiding Questions for the Workshop  How do you design and implement CL & PBL?  What are some of the guiding principles underlying the design of CL & PBL?  Questions based on Backward Design Model:  What is worthy and requiring of student’s understanding?  What is evidence of understanding?  What learning experiences and teaching promote understanding, interest, and excellence?

6. 6 National Research Council Reports: 1.The Knowledge Economy and Postsecondary Education (2002). Chapter 6 – Creating High- Quality Learning Environments: Guidelines from Research on How People Learn 2.How People Learn: Brain, Mind, Experience, and School (1999). 3.How People Learn: Bridging Research and Practice (2000). 4.Knowing What Students Know: The Science and Design of Educational Assessment (2001). NCEE Report 1.Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. (2006). http://www.skillscommission.org/commissioned.htm

7. 7 Resources http://books.nap.edu/openbook.php?record_id=10239&page=159

8. 8 Designing Learning Environments Based on HPL (How People Learn)

9. 9 Backward Design Wiggins & McTighe Stage 1. Identify Desired Results Stage 2. Determine Acceptable Evidence Stage 3. Plan Learning Experiences and Instruction Wiggins, Grant and McTighe, Jay. 1998. Understanding by Design. Alexandria, VA: ASCD

10. 10 Effective Course Design Students Goals and Objectives Assessment ABET EC 2000 Bloom’s Taxonomy Course-specific goals & objectives Cooperative learning Lectures Labs Other experiences Classroom assessment techniques Tests Instruction Other measures Technology (Felder & Brent, 1999)

11. 11 A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass.

12. 12 Worksheet 1 Worksheet for Designing a Course/Class Session/Learning Module Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course/Session/Module: This Kind of Learning: Activities: (e.g., people, things) 1. 2. 3. 4. 5. 6.

13. 13 Knowledge Probe Course Design & CL/PBL Knowledge Probe Example from MOT 8221 What would you like to know about the students in your courses?

14. 14 Background Knowledge Survey Familiarity with –Approaches to Course Design Wiggins & McTighe – Understanding by Design (Backward Design) Felder & Brent – Effective Course Design Fink – Creating Significant Learning Experiences –Cooperative Learning Strategies Informal – turn-to-your-neighbor Formal – cooperative problem-based learning –Research Student engagement – NSSE Cooperative learning How People Learn Responsibility –Individual course –Program –Accreditation

15. 15 Survey of Participants Familiar with cooperative learning (CL) or problem based learning (PBL) literature? Experienced CL or PBL as a learner? CL/PBL Workshop(s)? –University of Minnesota Johnson & Johnson CL –McMaster University PBL –University of Delaware PBL –Other Workshops/conferences? Teach / Taught using CL or PBL?

16. 16

17. 17 PMQ1 PMI-PMBOKQ2 KMQ3 LeadershipQ4 EngSysQ5 IE/ORQ6 Mod/SimQ7 CASQ8 MgmtSciQ9 6 SigmaQ10 MOT 8221 – Spring 2007 – 27/30

18. 18 SpreadQ1 PMQ2 StatQ3 Mod/SimQ4 MOT 8221 – Spring 2007 – 27/30 DBQ5 ProgQ6 KM/ESQ7

19. 19 Backward Design Approach: Desired Results (Outcomes, Objectives, Learning Goals) –5 minute university Evidence (Assessment) –Learning Taxonomies Plan Instruction –Cooperative Learning Planning Format & Forms

20. 20 Worksheet 1 Worksheet for Designing a Course/Class Session/Learning Module Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course/Session/Learning Module: This Kind of Learning: Activities: (e.g., people, things) 1. 2. 3. 4. 5. 6.

21. 21 Backward design Enduring understanding Important to know or understand Good to be familiar with

22. 22 Backward Design Stage 1. Identify Desired Results Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom? Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline? Filter 3. To what extent does the idea, topic, or process require uncoverage? Filter 4. To what extent does the idea, topic, or process offer potential for engaging students?

23. 23 Exercise Determine for your design site Enduring understanding Important to know or understand Good to be familiar with

24. 24 Worksheet 1 Worksheet for Designing a Course/Class Session/Learning Module Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course/Session/Learning Module: This Kind of Learning: Activities: (e.g., people, things) 1. 2. 3. 4. 5. 6.

25. 25 Backward Design Approach: Desired Results (Outcomes, Objectives, Learning Goals) –5 minute university Evidence (Assessment) –Learning Taxonomies Plan Instruction –Cooperative Learning Planning Format & Forms

26. 26 Backward Design Stage 2. Determine Acceptable Evidence Types of Assessment Quiz and Test Items: Simple, content-focused test items Academic Prompts: Open-ended questions or problems that require the student to think critically Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic

27. 27 Taxonomies Bloom’s taxonomy of educational objectives: Cognitive Domain (Bloom & Krathwohl, 1956) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001). Facets of understanding (Wiggins & McTighe, 1998) Taxonomy of significant learning (Dee Fink, 2003)

28. 28 The Six Major Levels of Bloom's Taxonomy of the Cognitive Domain (with representative behaviors and sample objectives) Knowledge. Remembering information Define, identify, label, state, list, match Identify the standard peripheral components of a computer Write the equation for the Ideal Gas Law Comprehension. Explaining the meaning of information Describe, generalize, paraphrase, summarize, estimate In one sentence explain the main idea of a written passage Describe in prose what is shown in graph form Application. Using abstractions in concrete situations Determine, chart, implement, prepare, solve, use, develop Using principles of operant conditioning, train a rate to press a bar Derive a kinetic model from experimental data Analysis. Breaking down a whole into component parts Points out, differentiate, distinguish, discriminate, compare Identify supporting evidence to support the interpretation of a literary passage Analyze an oscillator circuit and determine the frequency of oscillation Synthesis. Putting parts together to form a new and integrated whole Create, design, plan, organize, generate, write Write a logically organized essay in favor of euthanasia Develop an individualized nutrition program for a diabetic patient Evaluation. Making judgments about the merits of ideas, materials, or phenomena Appraise, critique, judge, weigh, evaluate, select Assess the appropriateness of an author's conclusions based on the evidence given Select the best proposal for a proposed water treatment plant

29. 29 (Anderson & Krathwohl, 2001).

30. 30 A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001). The Knowledge Dimension –Factual Knowledge –Conceptual Knowledge –Procedural Knowledge –Metacognitive Knowledge

31. 31 Cognitive Process Dimension Remember –Recognizing –Recalling Understand –Interpreting –Exemplifying –Summarizing –Inferring –Comparing –Explaining

32. 32 Cognitive Process Dimension-2 Apply –Executing –Implementing Analyze –Differentiating –Organizing –Attributing Evaluate –Checking –Critiquing Create –Generating –Planning –Producing

33. 33 RememberUnderstandApplyAnalyzeEvaluateCreate Factual Knowledge – The basic elements that students must know to be acquainted with a discipline or solve problems in it. a. Knowledge of terminology b. Knowledge of specific details and elements Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together. a. Knowledge of classifications and categories b. Knowledge of principles and generalizations c. Knowledge of theories, models, and structures Procedural Knowledge – How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. a. Knowledge of subject-specific skills and algorithms b. Knowledge of subject-specific techniques and methods c. Knowledge of criteria for determining when to use appropriate procedures Metacognitive Knowledge – Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition. a. Strategic knowledge b. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge c. Self-knowledge The Cognitive Process Dimension The Knowledge Dimension Imbrie and Brophy, 2007

34. 34 Facets of Understanding Wiggins & McTighe, 1998, page 44 When we truly understand,we Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge

35. 35

36. 36

37. 37 Course Concept Mapping Construct a concept map that represents the key concepts and relationships between ideas for the course you are re-designing

38. 38 How to construct a concept map  Central Node  BIG idea at the heart of the discipline  Most important outcome for the course  Surrounding Nodes  Related ideas, topics, etc.  Nature of the connection (relationship) between the nodes Ruíz-Primo, M. (2000). On the use of concept maps as an assessment tool in science: What we have learned so far. Revista Electrónica de Investigación Educativa, 2 (1).

39. 39 Concept Maps Software Tools Cmap Tools (http:// cmap.ihmc.us)  Institute for Human &Machine Cognition  Free downloadable program C-Tools (http ://ctools.msu.edu)  Michigan State University (NSF)  Free web-based Java applet SMART Ideas (http://www2.smarttech.com)  SMART Tech  Free trial version (30 days)

40. 40 Backward Design Approach: Desired Results (Outcomes, Objectives, Learning Goals) –5 minute university Evidence (Assessment) –Learning Taxonomies Plan Instruction –Cooperative Learning Planning Format & Forms

41. 41 Backward Design Stage 3. Plan Learning Experiences & Instruction What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Is the overall design coherent and effective?

42. 42 Worksheet 1 Worksheet for Designing a Course/Class Session/Learning Module Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course/Session/Learning Module: This Kind of Learning: Activities: (e.g., people, things) 1. 2. 3. 4. 5. 6.

43. 43 Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology – National Science Foundation, 1996 Goal – All students have access to supportive, excellent undergraduate education in science, mathematics, engineering, and technology, and all students learn these subjects by direct experience with the methods and processes of inquiry. Recommend that SME&T faculty: Believe and affirm that every student can learn, and model good practices that increase learning; starting with the student=s experience, but have high expectations within a supportive climate; and build inquiry, a sense of wonder and the excitement of discovery, plus communication and teamwork, critical thinking, and life-long learning skills into learning experiences.

44. Lila M. Smith

45. Pedago-pathologies Amnesia Fantasia Inertia Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s); Stanford University, Past President of the Carnegie Foundation for the Advancement of College Teaching Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.

46. 46 What do we do about these pathologies? – Lee Shulman Activity Reflection Collaboration Passion Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.

47. Lila M. Smith

48. 48 Pedagogies of Engagement

49. 49 January 2, 2009—Science, Vol. 323 www.sciencemag.org Calls for evidence-based teaching practices MIT & Harvard – Engaged Pedagogy January 13, 2009—New York Times http://www.nytimes.com/2009/01/13/us/13physics.html?em

50. 50 http://web.mit.edu/edtech/casestudies/teal.html#video

51. 51 http://www.ncsu.edu/PER/scaleup.html

52. 52 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)

53. 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

54. 54 Individual & Group Accountability ?

55. 55 http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

56. 56 Book Ends on a Class Session

57. 57 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.

58. Book Ends on a Class Session 1.Advance Organizer 2.Formulate-Share-Listen-Create (Turn- to-your-neighbor) -- 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?

59. 59 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. 4.Pace: Too slow 1.... 5 Too fast 5.Relevance: Little 1... 5 Lots 6.Instructional Format: Ugh 1... 5 Ah

60. 60 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) MOT 8221 – Spring 2009 – Session 1

61. 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