1. Cooperative Learning: Promoting Learning Through Student-Student Interaction
Karl A. Smith
Engineering Education – Purdue University
Civil Engineering - University of Minnesota
Teaching Assistant Workshop
University of Illinois at Urbana-Champaign
August 2007

2. Session Goals & Agenda Goals & Desired Outcomes Agenda
Describe key features of cooperative learning approach for engaging students
Apply cooperative learning to classroom practice
Make connections between cooperative learning and desired outcomes of courses and programs
Knowledge
Skills
Perspective
Agenda
Review/Introduce Cooperative Learning (CL)
Key concepts of CL
Approaches for implementing CL 2

3. 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 3

4. 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. 4

5. Pedagogies of Engagement
(yeah! The red arrow is pointing at one of our undergrad researchers—Michelle Valeriano) 5

6. Pedagogies of Engagement: Classroom-Based Practices 6

7. “Throughout the whole enterprise, the core issue, in my view, is the mode of teaching and learning that is practiced. Learning ‘about’ things does not enable students to acquire the abilities and understanding they will need for the twenty-first century. We need new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens that America now requires.”
Russ Edgerton (reflecting on higher education projects funded by the Pew Memorial Trust) 7

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

9. 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,

10. 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), 10

11. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

12. 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) 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 Session21

22. Book Ends on a Class Session
Advance Organizer
Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every minutes
Session Summary (Minute Paper)
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
What was the “muddiest” point in this session?
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"

23. Advance Organizer
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him
David Ausubel - Educational psychology: A cognitive approach, 1968. 23

24. Quick Thinks Reorder the steps Paraphrase the idea Correct the error
Support a statement
Select the response
Johnston, S. & Cooper,J Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7. 24

25. FOCUS QUESTION Formulate-Share-Listen-Create
Informal Cooperative Learning Group
Introductory Pair Discussion of a
FOCUS QUESTION
Formulate your response to the question individually
Share your answer with a partner
Listen carefully to your partner's answer
Work together to Create a new answer through discussion 25

26. Minute Paper
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
What was the “muddiest” point in this session?
Give an example or application
Explain in your own words . . .
Angelo, T.A. & Cross, K.P Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass. 26

27. Reflect on the session:
Session Summary
(Minute Paper)
Reflect on the session:
1. Most interesting, valuable, useful thing you learned.
2. Question/Topic/Issue you would like to have addressed.
3. Comments, suggestions, etc
Pace: Too slow Too fast
Relevance: Little Lots
Format: Ugh Ah 27

28. Q4 – Pace: Too slow 1 . . . . 5 Too fast
MOT 8221 – Spring 2007 – Session 1
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots
Q6 – Format: Ugh Ah 28

29. Session 1 Comments
Most interesting – 1st class where we broke up into new groups and worked on a fun and engaging project. It’s a completely new format of class for me
Relevance of PM/KM across a wide range of businesses, exposure to PM literature and resources
Group project – short project highlighted interesting group dynamics .. Most interesting as it provided hands on experience [mentioned by many]
Relate project management concepts to everyday tasks. Engineering project and relating it to PM
Intro to KM. KM concepts and knowing that we will be looking at what these concepts are [mentioned by many]
Interactive learning is useful. I like the active interaction
Where to find out more information about PM. Learning more about PM. Overview of the books and their relevance [mentioned by many]
The pain curve
The scope of the course helped
That you can’t expect to get all 3 (cost, time & performance)
Other aspects exist for PM. Different schools of thoughts on PM
Distributed intelligence concepts
The volume of material is probably not going to allow as much in depth detail into certain areas
Not addressed/ Questions – project management modeling techniques
Relate resource management to project management when resources are shared
Looking forward to further dialogue, especially concerning adaptive and extreme project mgmt. More input on extreme PM. [mentioned by many]
I would suggest a better lead into the group project. Discuss the skills, then practice in group
Like to see best practice to handle different situations in the project management life cycle
History of PM
To understand PM/KM in more depth. More on KM. More PM info.
No questions yet, looking forward to next class
Virtual team management, Technical project vs non-technical PM
There seems to be many forms/templates that are in the book. But they don’t say why or what value they serve after the project is over or later on in the project
Papers and course expectations seem complex
Understand some of the problems that occur during project planning
A comparison of the various types of projects, e.g., construction, engineering, software
More info on R&D/innovation mgmt.
More detail around resource conflicts
Other comments – went a bit fast – probably due to the complexity & content (amount), regarding course assignment overview
Great deal of literature listed in syllabus – maybe too much
I enjoyed it. Great start. Good starting class. Refreshing class structure. I liked the exercise. Liked the hands-on exercise
PERT/CPM example to be included?
Print out of slides helpful but would like online before class [slides were posted about 2 days prior]
Will we learn about specification writing
We could use some real world PM case studies
The quote “tomorrow’s corp. is a collection of projects” seems, in my long experience, very inaccurate
More background on BR & IPP would be helpful
Felt some reading rehashed some points
It was a very useful session – learned about basic concepts of PM from the “tower” exercise
I can grasp the concepts easily
More hands on and group work
Scope seems too broad as indicated by readings (lots) and comments of skimming or skipping portions 29

30. Can be short term and ad hoc May be used to break up a long lecture
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
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.

31. 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.

32. 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), 32

33. Teamwork 33

34. Characteristics of Effective Teams? 34

35. --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

36. 36

37. •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"

38. 38

39. Listening and Persuading Decision Making Conflict Management
Teamwork Skills
Communication
Listening and Persuading
Decision Making
Conflict Management
Leadership 39

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

41. 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 41

42. 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? 42

43. 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.

44. 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"

45. 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 45

46. 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. 46

47. 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 47

48. 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

49. •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

50. 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 50