Teaching life science ethics using cooperative learning Gary Comstock Iowa State University.
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Transcript of Teaching life science ethics using cooperative learning Gary Comstock Iowa State University.
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Teaching life science ethics using cooperative learning
Gary Comstock
Iowa State University
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Overview
1. What’s the problem?2. What’s our goal?3. Individualistic learning4. Active learning5. Cooperative learning
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1. What’s the problem?
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Personal ethics
87 % Students admitting to cheating on written work
70 % Cheated on a test at least once
52 % Copied from someone
26 % Admitted plagiarizing Carol Innerst, "Universities Retreat in War on Cheating," Washington Times, January 29, 1998
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Species extinction
Global warming
Intrinsic value of ecosystems
Animal welfare and rights
Genetically modified organisms Social ethics
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2. What’s our goal?
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2. What is our goal?
To help students become discerning citizens who can reason about ethics.
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What is “discernment?”
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Discernment is the ability to:
recognize ethical issues as ethical issues;
articulate and apply moral
principles, values;
analyze cases in a self-reflective way.
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What is “good reasoning?”
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Turn to your neighbor. Write down as many answers as you can think of.
QUANTITY wins.
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Good reasoning is the ability to
Describe accepted moral standards within the field;
Analyze ethical arguments to
discover which argument one has the best reasons to accept;
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Good reasoning is the ability to
Recognize key thinkers and texts in the history of ethics;
Reason in a way that is logical, complete, consistent, and clear, and that can recognize potential objections to one’s position.
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What skills do students want?
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Interdependence Accountability Interaction Collaboration
Skills students want (and need!)
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How can we help?
Interdependence Accountability
Interaction Collaboration
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3. Individualisticlearning
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Individualistic learning
Students listen to a lecture without talking to neighbors; take notes; respond to occasional questions from the lecturer; study at home alone.
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Individualistic learning
Potential benefits Accrue to intuitive learners able to
assimilate abstract concepts, theories, histories, explanations and formulas by themselves through careful note-taking and solo reflection.
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Individualistic learning
Potential problems For practical learners who
assimilate material best by working with others, using more concrete, sensory, pictorial, and / or hands-on procedures and activities
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4. Active learning
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Active learning
Students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class
Richard Felder, “Active and Cooperative Learning,” http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Cooperative_Learning.html
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Active and cooperative learning techniques
1. Think-pair-write-share
2. Write and pass ---------------
3. Homework teams
4. Academic controversy (golden rice role-play)
5. Peer composition groups (write a case study)
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Think-pair-write-share
Objective
Engage class with the material on an individual level, in pairs, and finally as a large group
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Think-pair-write-share
Procedure:
• Individually reflect on a question.
• Pair up with person next to you to share answers.
• Instructor randomly chooses a few pairs to give 30 second summaries.
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Write and passObjective
Help students learn to construct arguments and analyze assumptions
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Write and passProcedure:
• Hand out assignment sheets.• Write answer on sheet. Pass paper to the left.• Write answer on sheet. Pass paper to the left.• Return sheets to original authors.• Instructor randomly chooses students to read and
discuss what is written on their sheets.
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Active learning strategies
1. May be used at any time2. Short-term and ad hoc3. Break up lectures, energize students4. Provide opportunities for students to
process material they’re hearing5. Not as effective as formal
cooperative learning strategies
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5. Cooperative learning
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Cooperative learning
Instruction involving people working in structured teams to accomplish a common goal
A. Goals
B. Methods
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Cooperative learning
A. Goals
B. Methods
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Cooperative learning goals 1. Interdependence 2. Accountability 3. Interaction 4. Collaboration
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A. Positive Interdependence
All team members must cooperate to complete task
Cooperative learning goals
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B. Individual and group accountability
All team members are responsible to themselves and each other
Cooperative learning goals
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C. Face to face interaction
All members provide feedback, support, critical challenges
Cooperative learning goals
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D. Group collaboration
All members practice leadership, decision-making, conflict management skills, trust-building
Cooperative learning goals
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Cooperative learning
i. Goals
ii. Methods
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Active and cooperative learning techniques
1. Think-Pair-Write-Share
2. Write and pass ---------------
3. Homework teams 4. Academic controversy 5. Peer composition groups
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Homework teams
Objective
Assist students in learning from each other, demonstrating leadership, and mastering material together
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Homework Teams
Procedure:
• Carefully design problems for groups.• Allow students to form teams.• Students meet outside class and insure that
all members can answer all questions.• Instructor randomly calls on teams for
responses in class.
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Academic Controversy
Objective
Help students to enlarge their moral imaginations by playing assigned social roles and defending ethical views potentially at odds with the views they hold.
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Academic Controversy
Procedure:
• Carefully design ethical problem and roles for each individual.
• Assign students to specific roles.• Students meet in or outside class to discover and
discuss the arguments supporting their position.• Instructor moderates a mock authoritative body
which proceeds to announce its binding decision.
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Peer Composition Groups
Objective
To help students construct materials for discussion of ethical issues.
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Peer Composition Groups
Procedure
1. Know your objective.
2. Write clear narratives identifying the scientific facts.
3. Write questions directing attention to the ethical features of the case.
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Does it work?
Cooperative Learning Methods:
A Meta-Analysis
David W. Johnson, Roger T. Johnson, and Mary Beth Stanne
University of Minnesota
May, 2000
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Does it work?
• ABSTRACT . . . a comprehensive review of the research on the effectiveness in increasing achievement of the methods of cooperative learning used in schools. An
extensive search found 164 studies investigating eight cooperative learning methods.
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Does it work?
The studies yielded 194 independent effect sizes representing academic achievement. All eight cooperative learning methods had a significant positive impact on student achievement.
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Table 3: Meta-Analysis Results For Cooperative Learning
Methods
Average Effect Sizes of “Learning Together”
Effect Sd k
Cooperative vs. Competition 0.82 0.50 25
Cooperative vs.Individualistic 1.03 0.69 56
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Does it work?
When the impact of cooperative learning was compared with competitive learning, “Learning Together” promoted the greatest effect, followed by “Academic Controversy” . . .
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Cooperative learning strategies:The professor’s role
1. Carefully specify objectives
2. Explain the group’s task
3. Explain each person’s role
4. Monitor and intervene to teach leadership
skills
5. Evaluate student achievement and group
effectiveness
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Cooperative learning strategies:
Cooperative base groups
1. Heterogeneous (in gender, ethnicity, age)
2. Small (3-5 members)
3. Members assigned by instructor
4. Long-term (semester-long)
5. Provided for mutual support
6. And challenge
7. Knee-to-knee, eye-to-eye
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Cooperative learning strategies:
Advice from Karl A. Smith1. Start small and build2. You choose the groups3. Tell students what you’re doing and why4. Do something cooperative regularly,
build habits of cooperation5. Keep it short; 5 minutes to start, then gradually
lengthen6. Monitor the groups: be positive, patient7. Don’t give group grades
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Cooperative learning
Dawn the student: ROLES
1. Spokesperson : Speaks for group
2. Recorder : Keeps notes
3. Timekeeper : Keeps group on task
4. Affirmer : Provide support, encouragement
5. Skeptic : Questions assumptions, raisesissues for clarification
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Cooperative learning
Dawn the student: ROLES1. Spokesperson : Born closest to this spot?
2. Recorder : Born furthest from this spot?
3. Timekeeper : Who got up first this a.m.?
4. Affirmer : Of those remaining, Who got
up last?
5. Skeptic : Whoever is left.
Tie-breaker question: Who has youngest child?
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Cooperative learning
References
1. Karl A. Smith, “Adopting your classroom style to help science students be more active learners,” presentation at ISU Bioethics Institute, May 30, 1999
2. David W. Johnson, et al., “Cooperative Learning Returns to College: What Evidence Is There That It Works?” Change (July/ August 1998: 27-35).
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Cooperative learning
ReferencesRichard Felder, Chemical Engineering, North Carolina State
University
RESOURCES IN SCIENCE ANDENGINEERING EDUCATION web page
http://www.ce.umn.edu/~smith/
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Acknowledgments
© “Ethicists hanging around,” cartoon by Sidney Harris, published in The Scientist, 28 May 2001, used
with permission
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Self introductions 1. What would you like us to call
you? 2. Department and University?
3. Course in which you (will)
discuss ethics. And
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Introductions
4. Something interesting about you
For example:
What is the most unusual thing you’ve been paid to do (and why did you stop)?
Or:
Who’s the most famous person who has ever spoken to you, and what did they say?
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Self introductions
1. Name and Department(s) 2. Institution
3. Course in which you (will)
discuss ethics
4. Why are you here? 2 sentences