The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction
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Transcript of The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction
The College Classroom
Winter 2014
Week 6: Cooperative Learning and
Peer Instruction
Cooperative Learning Strategies 2
PBL – problem-based learning
POGIL – process-oriented guided inquiry learning
PLTL – peer-led team learning
PI – peer instruction
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Cooperative Learning Strategies 3
PBL – problem-based learning
POGIL – process-oriented guided inquiry learning
PLTL – peer-led team learning
PI – peer instruction
Why are we talking about these today?
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2010–2011 Higher Education Research
Initiative (HERI) Faculty Survey [1] 4
published October 23, 2012
based on responses from 23,824 full-time faculty at
417 four-year colleges and universities
“faculty member” = any employee of an accredited
4-year college or university who spend at least some
of his or her time teaching undergraduates
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What do you see? 5
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What do you see? 6
Identify the most interesting item in Table 1. Record
your thoughts on the whiteboard and be prepared to
share your group’s opinion.
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Meta Moment:
Efficient Group Activities
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• Why group activities?
• Before this class: Keeps people awake
• Now: Everyone constructs their own understanding;
Just because words come out of my mouth doesn’t
mean learning occurred
• But “it takes up time”
• Optimization:
2 things
1 to each 1/2 of class
What do you see? 8
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What do you see? 9
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What do you see? 10
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HERI: Cooperative Learning 11
[C]ooperative learning is a teaching practice that has
the most well-defined literature base, and research
consistently has revealed positive effects of cooperative
learning on student achievement across experimental and
quasi-experimental studies on college students.
([1], p. 8)
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HERI: Cooperative Learning 12
It is important to note, however, that we see the starkest
gender gaps across fields in faculty’s use of cooperative
learning. The majority of women in all other fields
(71.8%) use cooperative learning techniques in all or
most of their courses, and it is encouraging that 60.3%
of women teaching in STEM use cooperative learning in
the classroom, a figure that exceeds both men in STEM
(40.7%) and men in all other fields (52.6%).
([1], p. 8)
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recognizes that knowledge
is constructed in the mind
of the learner by the
learner
([1], p.262)
implies that this “building”
process is aided through
cooperative social interactions
([1], p. 262)
13
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constructivism social constructivism
not just constructivism but social constructivism
Key ideas
Which of the following do you think contributes
most to the student benefits attributed to PI use?
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14
A. Developing their own understanding
B. Changed view of responsibility/expectations in class
C. Pre-class preparation/reading
D. Feedback on their understanding
E. Positive experience of success in learning
Exact process “recommended” for PI
depends on goals for use…
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15
• General Goals: Engage students in the kind of
thinking done by experts, that help them develop
expertise
• ?? STEM Disciplines ??
• Analysis, often with a right answer
• ?? Arts, Humanities and Social Science ??
• Argumentation skills, multiple answers can be
defended
After examples, you will create a question for
a class in your discipline.
An Example from History:
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16
Why is a clicker required for this class?
1. To save trees and increase efficiency
and feedback.
2. To increase discussion and help you
develop analysis and argumentation
skills (hopefully helping you on your
papers!)
How this class will work
Before Class 1st Thing in Class:
Reading Quiz
A)
B)
C)
A)
B)
C)
Lecture
Discussion
Question
1
2
3
Discuss What we
Thought
Share Thinking
Tie to Reading
How this class will work
Before Class 1st Thing in Class:
Reading Quiz
A)
B)
C)
A)
B)
C)
Lecture
Discussion
Question
1
2
3
Discuss What we
Thought
Share Thinking
Tie to Reading
You must get these
correct to get your
“quiz points”
You must vote
to get your
“participation points”
(often multiple answers can
be defended)
Increase efficiency and feedback
Reading quizzes give you the excuse to “stay up” with
the reading*
this incentive allowed me to keep on top of my course
workload and to maintain a positive study habit
As it mattered for our final grade we studied and
did the readings every week instead of hoarding up
the studying till before the midterms and final exams.
*UCSD First Year Students
Increase discussion
EVERYONE will get a chance to be involved (not just the
2-3 usual people)
The green colored clicker questions forced
me to interact with my peers and
hence helped in forming
good study groups as well as friends.
Even though I never physically spoke during class lecture
as a whole, I felt as if my voice was heard during the
opinion clicker questions. In this class I feel included…
in other classes I feel excluded.
Develop analysis and argumentation skills
I learn not only from professors' teaching, but also other
students' ideas as they express themselves about
green clicker questions.
I believe the use of clickers really help us learn.
The "green” questions also facilitate some
thought provoking perspectives on the material,
and they've helped me formulate my own questions
and analyses outside of class.
Finally
In this lecture we were asked to
engage in a discussion about the past
where as in other lectures I have had
dates thrown at me and
I was expected to memorize them
without really understanding how they
played into the big picture.
I always wanted to come to class because
lectures made me look at the past in a
different way than I had before.
Sample History Question:
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24
According to Augustine, which do you
think was the most significant event in
his conversion to Christianity?
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A. Corporal punishments as a school-boy
B. Student years of follies (studies and promiscuity)
C. Stealing the pears from the neighbor’s tree
D. Death of his classmate/friend
According to Augustine, which do you
think was the most significant event in
his conversion to Christianity?
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A. Corporal punishments as a school-boy
B. Student years of follies (studies and promiscuity)
C. Stealing the pears from the neighbor’s tree
D. Death of his classmate/friend
Each of these can be discussed from the various readings.
They bring up the critical points of Augustine’s personal
life that previously the professor lectured on.
Which best describes your opinion
about Rousseau’s proposal for the most
legitimate form of government?
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A. Necessary
B. Appealing
C. Nice, but unrealistic
D. Risky
E. Frightening/Offensive
Which best describes your opinion
about Rousseau’s proposal for the most
legitimate form of government?
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A. Necessary
B. Appealing
C. Nice, but unrealistic
D. Risky
E. Frightening/Offensive
Everyone should have form and defend an opinion.
Students don’t just take this class to memorize facts,
but to develop as critical/thinking citizens.
STEM – a slightly different motivation
and process
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How does this class work?
This class is designed a bit differently from what you might normally be used to
“Lecture” will be focused around YOU
What YOU understand
A “clicker” is required for this class
It’s not optional, using it will be 10% of your grade
Clickers are used to help both YOU and ME figure out what you understand and what you might need some help with
So, lecture will be different
Ever thought about why we have “lecture”?
Why do we have lecture?
Why do we have lecture?
Why do we have lecture?
GREAT Innovations:
The printing press, The web
You don’t have the trust the monk!
Read it and analyze for YOURSELF!
If I rephrase it for you, what purpose does that serve?
Traditional class structures often look like:
You get very little opportunity for “expert” feedback
First Exposure
Lecture Textbook
Read Hard Stuff
Homework
See if You Know Hard Stuff
Exam
Show Knowledge Mastery
Peer Instruction-Based Design
Greater opportunity for expert feedback!
Research on how people learn:
Everyone constructs their own understanding
I can’t dump understanding into your brain
To learn YOU must actively work with a problem and construct your own understanding of it
Homework Lecture Lab Exam
Show Knowledge Mastery
First Exposure: With resources and
Feedback
Learn Hard Stuff: With teacher and
discussion
Practice Knowledge
Mastery
Q
U
I
Z
1
2
3
How to “run” a Peer Instruction Question
“What did you talk about in your group?”
“Why is X wrong?”
Individual Vote Group Vote Discussion
Class-Wide
Discussion Instructor Modeling/Wrap-up
If a semi-truck crashes with a Fiat is the
force of the truck on the Fiat…
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37
A. Greater than that of the Fiat on the truck
B. Less than that of the Fiat on the truck
C. Equal to that of the Fiat on the truck
If a semi-truck crashes with a Fiat is the
force of the truck on the Fiat…
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38
A. Greater than that of the Fiat on the truck
B. Less than that of the Fiat on the truck
C. Equal to that of the Fiat on the truck
No calculations. Practice using “physics terminology”.
Confront misconception. Good “lead in” to create
interest in mini-lecture on Newton’s 3rd Law.
What does this code do?
A. Makes the eskimo girl say Hello, then jump up and
down
B. Makes the eskimo girl say Hello WHILE jumping up
and down
C. Makes the eskimo girl say Hello
D. None of the above
What does this code do?
A. Makes the eskimo girl say Hello, then jump up and
down
B. Makes the eskimo girl say Hello WHILE jumping up
and down
C. Makes the eskimo girl say Hello
D. None of the above
Computers don’t do what ‘makes sense’, they
do exactly what you tell them to.
The “top” tile is the one that controls behavior.
Your first PI question:
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41
1. Pick a goal (argumentation, analysis).
2. Does your question have ONE correct answer?
3. What is important for people to discuss?
1. Use this to select MCQ options
4. Review:
1. Is your question a question?
2. Does it use as few words as possible?
3. Does it “encourage” discussion?
Improving the classroom climate:
They’re not dumb, they’re different.
Next Week: 42
References
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43
1. Hurtado, S., Eagan, M. K., Pryor, J. H., Whang, H., & Tran, S. (2012). Undergraduate teaching faculty: The 2010–2011 HERI Faculty Survey. Los Angeles: Higher Education Research Institute, UCLA. www.heri.ucla.edu
2. Eberlein, T. Kampmeier, J., Minderhout, V. Moog, R.S., Platt, T., Varma-Nelson, P., & White, H.B. (2008). Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 4, 262–273.
3. Crouch, C.H., & Mazur, E. (2001) Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 9, 970–977.
4. #etmooc Massive Open Online Course on Educational Technology & Media etmooc.org
5. Hanson, D.M. (2006). Instructor’s Guide to Process-Oriented Guided-Inquiry Learning. Lisle, IL: Pacific Crest. http://www.pogil.org/resources/implementation/instructors-guide
6. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
7. Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.