1. Cooperative Inquiry-Based Learning: Teamwork Essentials
Karl A. Smith
Engineering Education – Purdue University
Civil Engineering - University of Minnesota -
Bio Sci 110 – Teaching Assistant Workshop
Michigan State University
January 8, 2009

2. Workshop Layout Welcome & Overview
Cooperative Inquiry – Importance of teamwork for building student’s inquiry skills
Problem-Based Cooperative Learning Example
Design and Teamwork Features
Backward Design Approach – Course, Class or Lab Session, and Learning Module Design: From Objectives and Evidence to Instruction
Wrap-up and Next Steps 2

3. Session Objectives
Participants will be able to describe key elements of:
Importance and Features of High Performance Teamwork for Building Student’s Inquiry Skills
Cooperative Problem-Based learning
Research on How People Learn and Cooperative Learning
Backward design process
Participants will begin applying key elements to the design of a course, lab or class session or learning module 3

4. Backward Design Model (Wiggins & McTighe)
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and Instruction 4

5. Student Goals – BioSci 110 – Spring 20085

6. 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. 6

7. Inquiry and the National Science Standards
Learners are engaged in scientifically oriented questions
Learners give priority to evidence, which allows them to develop and evaluate explanations
Learners formulate explanations from evidence
Learners evaluate their explanations in light of alternative explanations
Learners communicate and justify their proposed explanations
National Academy of Sciences Inquiry and the National Science Education Standards: A guide for teaching and learning. Center for Science, Mathematics, and Engineering Education, National Research Council. Washington, DC: National Academy Press ( 7

8. Teamwork, Cooperative Learning and Bio Sci 110
Please reflect on when and how to promote learning, inquiry and critical thinking through cooperative learning
Jot down some of your ideas
Turn to the person next to you
Introduce yourself
Share thoughts on promoting learning, inquiry and critical thinking using cooperative learning 8

9. 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. 9

10. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

11. 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 Taking learning seriously. Change, 31 (4),
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,

12. 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), 12

13. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

14. Pedagogies of Engagement
(yeah! The red arrow is pointing at one of our undergrad researchers—Michelle Valeriano) 14

15. Pedagogies of Engagement: Classroom-Based Practices 15

16. Book Ends on a Class Session16

17. 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"

18. 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.

19. 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) 19

20. •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"

21. Individual & Group Accountability? 21

22. 22

23. 23

24. 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), 24

25. Listening and Persuading Decision Making Conflict Management
Teamwork Skills
Communication
Listening and Persuading
Decision Making
Conflict Management
Leadership
Trust and Loyalty 25

26. 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.

27. Design team failure is usually due to failed team dynamics
(Leifer, Koseff & Lenshow, 1995).
It’s the soft stuff that’s hard, the hard stuff is easy
(Doug Wilde, quoted in Leifer, 1997)
Professional Skills
(Shuman, L., Besterfield-Sacre, M., and McGourty, J., “The
ABET Professional Skills-Can They Be Taught? Can They Be Assessed?” Journal of Engineering Education, Vo. 94, No. 1, 2005, pp. 41–55.)

28. Teamwork 28

29. Characteristics of Effective Teams? 29

30. --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

31. 31

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

33. 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

34. •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

35. 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 35

36. 36

37. 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 37

38. 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"

39. 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 39

40. Kolb=s Experiential Learning Cycle
Concrete Experience
Testing implications
of concepts in
new situations
Observation and
Reflections
Formulation of abstract concepts and generalizations

41. 5 E Learning Cycle Model Engage Explore Explain Elaborate Evaluate

42. Problem-Based Learning
Problem posed
Identify what we
need to know
Learn it
Apply it
START 42

43. https://repo.vanth.org/portal/public-content/star-legacy-cycle/star-legacy-cycle43

44. National Research Council Reports:
How People Learn: Brain, Mind, Experience, and School (1999).
How People Learn: Bridging Research and Practice (2000).
Knowing What Students Know: The Science and Design of Educational Assessment (2001).
The Knowledge Economy and Postsecondary Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn
NCEE Report
Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. (2006). 44

45. 45

46. 46

47. Designing Learning Environments Based on HPL (How People Learn)47

48. Some Important Principles About Learning and Understanding
The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences.
The second important principle about how people learn is that to develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.
A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
Jim Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests 48

49. The Students Explain1
In trying to make their thoughts clear for other people, student achieve greater clarity for themselves.
The students themselves determine what it is they want to understand.
People come to depend on themselves.
Students recognize the powerful experience of having their ideas taken seriously, rather than simply screened for correspondence to what the teacher wanted.
Students learn an enormous amount from each other.
Learners come to recognize knowledge as a human construction, since they have constructed their own knowledge and know that they have.
1Duckworth, E The having of wonderful ideas" & other essays on teaching and learning. New York: Teachers College Press.

50. 50

51. 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. 51

52. 52

53. Cooperative Base Groups
Are Heterogeneous
Are Long Term (at least one quarter or semester)
Are Small (3-5 members)
Are for support
May meet at the beginning of each session or may meet between sessions
Review for quizzes, tests, etc. together
Share resources, references, etc. for individual projects
Provide a means for covering for absentees 53

54. 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"
January 2005
March 2007

55. 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; Dean, Provost and President of the University of Michigan] 55

56. Effective Course Design
(Felder & Brent, 1999)
ABET EC 2000
Bloom’s
Taxonomy
Course-specific
goals & objectives
Goals and
Objectives
Classroom
assessment
techniques
Technology
Cooperative
learning
Students
Instruction
Assessment
Other
experiences
Tests
Other measures
Lectures
Labs 56

57. A Self-Directed Guide to Designing Courses for Significant Learning
L. Dee Fink Creating significant learning experiences. Jossey-Bass. 57

58. Backward Design Model Wiggins & McTighe
Stage 1. Identify Desired Results
Stage 2. Determine Acceptable Evidence
Stage 3. Plan Learning Experiences
and Instruction
Wiggins, Grant and McTighe, Jay Understanding by Design. Alexandria, VA: ASCD 58

59. 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. 59

60. 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? 60

61. Backward Design Approach:
Desired Results (Outcomes, Objectives, Learning Goals)
5 minute university
Evidence (Assessment)
Learning Taxonomies
Plan Instruction
Cooperative Learning Planning Format & Forms 61

62. 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 62

63. 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? 63

64. Design and Implementation of Cooperative Problem-Based Learning Resources
Design Framework – How People Learn (HPL)
Design & Backward Design Process (Felder & Brent, Dee Fink and Wiggins & McTighe)
Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests.
Pedagogies of Engagement - Instructional Format explanation and exercise to model format and to engage workshop participants
Cooperative Learning (Johnson, Johnson & Smith)
Smith web site –
University of Delaware PBL web site –
PKAL – Pedagogies of Engagement –
Design of Challenge-Based (PBL) exercises
Creating High Quality Learning Environments (Bransford, Vye & Bateman) --
Course, Class Session, and Learning Module Design: From Objectives and Evidence to Instruction Notes 64

65. 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 65