Mira Karac Cuyahoga Community College League of Innovations 2010 Scratch and Learn Mira Karac Cuyahoga Community College League of Innovations 2010

What is cooperative learning? Structured group work 3-6 students per group Assign roles, if preferred Instructor plays supportive role Students work together to solve problems/activity presented by instructor

Why use cooperative learning? Learning concepts Learning skills/algorithms Managing class Planning and Implementing activities Reducing difficulty in interpersonal activities Improving self-concept Understanding of mathematics Increases individual and group problem solving ability Greater success for slow learners No loss of achievement for fast learners Increases commitment to peers and reduced prejudices Johnson and Johnson (1975) stated cooperative learning linked to:

Why use cooperative learning? Zakaria and Iksan (2007) Students learn: -communication, -problem solving skills, -creative and critical thinking skills -prepares for the collaborative nature of scientific and technological work

Why use cooperative learning? Type of Instruction % of material retained after 24 hours Lecture 5 Demonstration 30 Cooperative Learning 70-90 Moore (2005)

What is the IFAT form? WEBSITE: http://www.epsteineducation.com/home/ http://www.epsteineducation.com/home/articles/default.aspx

IFAT Forms Professor Michael Epstein, Rider University Provide IMMEDIATE AND CORRECTIVE FEEDBACK Chickering and Gamson (1987) – prompt feedback is one of the seven principles for good practice in undergraduate education

IFAT Research – DiBattista (2005) Epstein (2001) Introductory Psychology Unit Test with IF AT vs. Without Same final given Those with IFAT performed 8.3% higher than without IFAT students TWICE as likely as MC students to answer same final exam question correctly that was previously missed on unit test 90% said easy to use 84% would like in all courses using MC test 78% felt like a game

IFAT Research – Cotner, Baeplar, and Kellerman (2008) Students favored IFAT group work Frequent and immediate feedback critical for learning and retaining content IFAT provides a way for learners to self-assess and structure small-group discussions

In-Class Demonstration

Sample of Student Answer Sheet Your Name: _____________________________ Group Name: _______________________ Activity or Chapter Title: _________________________________________________________ Question # Your Initial Answer List All Group Member Answers Overall Group Decision for “Scratch Off” Answer

Survey Results – Spring 2010 Question Response (n=14) 1. Do you prefer cooperative group work with the IFAT forms or without the IFAT forms. 93% - prefer using IFAT 7% - do not like using IFAT 2. Do all the group members participate in the group work during IFAT group activity? 100% - yes 0% - no 3. Does the IFAT form help you prepare for the exam? 86% - yes 14% - no 4. Do you like using the IFAT form for group activities? 93% - yes 7% - no 5. Do you learn mathematics using the IFAT form? 6. Do you look forward to working on IFAT group activities? 14% - no (*one person answered both)

How is student interaction different during IFAT group work compared to group work not using the IFAT form? Everyone is willing to work well under group terms Good ice-breaker with classmates, creates a good team, and allows us to help each other Because we get the problems and work together to see who got the same answer and why. Plus, when we scratch it off, we know right away if it’s wrong or right and can look through each other to fix it. When we don’t have it, people aren’t as involved and it makes it less fun. IFAT group work seems to captivate everyone into working together. Not using IFAT, sometimes seems to not keep everyone excited or wanting to do problems. We all have to get an answer so one person can’t do all the work. It give you excitement and makes everyone participate, there is more talking because everyone is anxious to see if they scratched off the right one. You actually interact more. It is funner and makes me think that I can really learn because I don’t just depend on the teacher’s answer. I look forward to deepening myself and figuring it out myself.

We all work until we get an answer we agree on We all work until we get an answer we agree on. The IFAT helps us work until we get the right answer. When you use the form, it helps to get you motivated to want to do the work and get them right. Other opinions and other mistakes help reach the correct answer. COMMENTS: Like group work! I love using IFAT I love it It’s fun!

What do you not like about using the IFAT form? Sometimes its frustrating if you don’t know the answer Nothing, I like it all. The clutter of the room. When you get the answer wrong and you need to keep working at it. Getting an answer wrong and not knowing what we did wrong. Hard to scratch off, apparently I’m a bad scratcher because I thought we got it wrong when we got it right. Nothing. The bonus should be double if we get it correct for the whole semester. If someone gets done before you, they just want you to copy their answer.

Questions and Discussion Session Thank you and enjoy the rest of the League of Innovations 2010 Conference mira.karac@tri-c.edu