1. Active and Cooperative Learning
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Edamana Prasad
TEACHING LEARNING CENTRE (TLC)
IIT MADRAS

2. Learning Outcome The participants should be able to:
Explain features of Active & Co-operative Learning (ACL)
Design an ACL activity in your class room
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.
Introduce each of the major topics.
To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.

3. Course Delivery Cycle Prior Knowledge?
Learning Outcomes
Your
Expectations
What will the students be able to do and
how will the students think when they
complete my course?
What evidence will the students
and instructors have of success?
How will I conduct class
to assist students
in their learning/success?
Are the students meeting
the learning outcomes/succeeding?
What is working/not working
in my course?
What changes will be
incorporated in the
next course offering?
Reflection/
Documentation
Course Portfolio
What your student will be able to do
as a result of your instruction?
Homework
Exams
Portfolios
Presentations
Written reports
Course survey data
Use Think/Pair/Share
Do Demonstration
Write Reflections
Conduct Lectures
Model thinking
Courtesy: Jeff Froyd

4. Research Based Instructional Strategies (RBIS)
Active learning
Cooperative learning
Informal cooperative learning
Formal cooperative learning
Collaborative learning
Peer instruction
Just-in-time teaching
Problem based learning
Cooperative problem based learning
Project based learning
Inquiry based learning
Challenge based learning
Process Oriented Guided Inquiry Learning (POGIL)
Team based learning
Studio physics
Jigsaw
Case base learning
Service learning
Project based service learning
Think – pair – share
Informal cooperative learning
Think-aloud paired problem solving
Discovery learning
Structured controversy
ConcepTests
Question driven learning
Peer Led Team Learning (PLTL)
Tutorials in Introductory Physics (TiIP)
Small group learning
Workshop physics
Formative assessment
Model eliciting activities

5. Book Ends on a Class Session
Source: Karl Smith, University of Minnesota
Book Ends on a Class Session

6. Template: Bookend Lecture
Advance Organizer: Engage students immediately. Preview lecture
Example: Reading Quiz
Example: Application of Lecture Content
Example: Provocative Question
Example: …

7. Participant Task Select a lecture you gave in a course recently.
Redesign the lecture using the bookend lecture template:
What is your advance organizer?
What is your summary activity?
What are your interactive activities?
10 minutes

8. Addressing Student Resistance
Resistance to externally-induced change is inevitable. Anticipate and prepare.
Acknowledge changes and accompanying anxiety
Emphasize benefits and fun. Lots on research on benefits of student engagement and active/cooperative learning.
Plan to solicit feedback and respond constructively
Encourage students to visit with you about their doubts
Plan to talk one-on-one to most visibly anxious students
Felder, R. M. and R. Brent (1996). "Navigating the Bumpy Road to Student–Centered Instruction." College Teaching 44(2): 43–47.
Felder, R. M. and R. Brent (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs, ERIC Document Reproduction Service Report ED Washington, DC.
Cooper, J. L., J. MacGregor, et al. (2000). "Implementing Small-Group Instruction: Insights from Successful Practitioners." New Directions in Teaching and Learning 81:

9. Why Active/Cooperative Learning?
Wright, J. C., Millar, S. B., Kosciuk, S. A., Penberthy, D. L., Williams, P. H., Wampold, B. E. (1998). A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence. Journal of Chemical Education, 85(8),
Study shows a very thorough assessment of differences between a well-taught lecture class and a structured active learning class through the eyes of faculty who teach subsequent courses

10. Jigsaw Break material to be covered into 4-5 different topics
Create groups of students assigned to each topic. Each group will work so its members become experts on the assigned topic.
Create new groups of 4-5 which contain one member from each expert group. New groups teach each other about the 4-5 topic.

11. Jigsaw: How it works Stage 1 Stage 2 Expert Group 1 Learning Group 1

12. Jigsaw: How it works Stage 1 Stage 2
Each expert group learns an assigned segment and prepares to teach it to the others
Stage 2
Each learning group has xx experts who teach their segments to the group

13. Why Active/Cooperative Learning?

14. ACTIVE & COOPERATIVE LEARNING

15. ACL Positive Interdependence Individual Accountability
Group Processing
Social Skills
Face-To-Face, Promotive Interaction

16. ACL Elements
Positive Interdependence - Team members must rely on each other to accomplish goals.

17. Activity – Positive Interdependence
THINK – PAIR – SHARE
How might you promote positive interdependence? ?

18. Ideas – Positive Interdependence
Task Interdependence – Give a team a common task
Role Interdependence – Assign team members different roles and rotate
Reward Interdependence – Offer bonus points if every member achieves a set requirement
Resource Interdependence – Limit resources and develop complementary expertise

19. ACL Elements
Individual Accountability - Members are held accountable for doing their share of the work, as well as mastering all material.

20. Activity – Individual Accountability
THINK – PAIR – SHARE
How might you promote individual accountability? ?

21. Ideas – Individual Accountability
Individual exams
Ask one member to explain results/learning
Small groups, cuts down slackers
Ask members to apply group learning to individual task, e.g., individual report memos
Everyone signs: “I participated, I agree, and I can explain the information”
Random checking

22. Various Active Learning Strategies
bookend model
Jigsaw ??

23. Various Active Learning Strategies
Group Discussions
Concept Mapping
Scaffolding
Flipped Class
POGIL
Problem Based Learning

24. ACL Elements
Face-to-Face Interaction - Some or all work should be done by members working together.

25. Activity – Face-to-Face Interaction
THINK – PAIR – SHARE
How might you promote face-to-face interactions? ?

26. Ideas – Face-to-Face Interaction
Avoid assignments that can be parceled out, e.g., long papers, extended programming assignments
Ask team to generate multiple good ideas and you pick one for further work
Ask multiple choice questions and require one answer from team
Form heterogeneous groups to promote diverse perspectives

27. ACL Elements
Group Processing - Teams periodically reflect on what they do well as a team, what they could improve, and what they might need to do differently.

28. Activity – Group Processing
THINK – PAIR – SHARE
How might you promote group processing? ?

29. Ideas – Group Processing
Complete plus-delta at end of team assignment
Ask for reflections on team process during an extended project – What is working? What are challenges to be addressed?
Ask: How is team meeting Code of Cooperation

30. ACL Elements
Social Skills - Team members practice and receive instruction in listening, meetings, leadership, decision-making, conflict management, and communication.

31. Ideas – Social Skills Brief Activities – Listening
Brief Activities – Conflict
Brief Activities – Communication
Provide guidance on effective meetings
Exercises on reaching decisions

32. Questions about Teams How do I form teams?
How do I facilitate dysfunctional teams?
How do I assess individual performance for team projects?
How do I monitor progress of team projects?
How might I help students with
Conflict?
Communication?
Decision making?

33. Activity – Forming Teams
THINK – PAIR – SHARE
Individually: What suggestions would you offer for forming teams?
Pair: Turn to a neighbor and exchange ideas.
Share: ??

34. Forming Teams Instructor assigns teams Size: 3-5 (I like 4)
Heterogeneity
Grades
Backgrounds
Learning styles
Carefully consider how possibly marginalized students are assigned
Get input from students: geography, schedules …

35. Activity – Starting Teams
THINK – PAIR – SHARE
Individually: What suggestions would you offer for getting teams off to a good start?
Pair: Turn to a neighbor and exchange ideas.
Share:
Introduce each other, what do you like
Pick a representative
Each team defines individual responsibilities and collective goals
Come up with a work plan
Pick a meeting place and time
Let uncomfortableness be known
Rules made clear
Get team codes of cooperative
Agree to disagree

36. Starting Teams Get acquainted Motivate groups to build teams
Taking time to learn about your teammates is a good investment.
Motivate groups to build teams
Why teams?
Establish a set of group goals
Generate teams goals for project
Construct a code of cooperation
Team agreement on expectations
Organize
Conducting productive meetings
Roles
Potential problem members
Ask teams to identify potential problems and develop strategies

37. Springer, L. , Stanne, M. E. , and Donovan, S. S. (1999)
Springer, L., Stanne, M. E., and Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51
Wage, K. E., Buck, J. R., Wright, C. H. G., and Welch, T. B. (2005). The Signals and Systems Concept Inventory. IEEE Transactions on Education, 48(3), 448–461
Buck, J. R., and Wage, K. E. (2005). Active and Cooperative Learning in Signal Processing Courses. IEEE Signal Processing Magazine, 22(2), 76–81
Crouch, C.H., and Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977
Wright, J.C., Millar, S.B., Kosciuk, S.A., Penberthy, D. L., Williams, P.H., and Wampold, B.E. (1998). A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence. Journal of Chemical Education, 85(8), 986–992
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231
Johnson, D. W., Johnson, R. T., and Smith, K. A. (1998). Cooperative Learning Returns to College: What Evidence Is There That It Works? Change, 30(4), 26–35
Bowen, C. W. (2000). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement. Journal of Chemical Education, 77(1), 116–119
Felder, R. M., Felder, G. N., and Dietz, E. J. (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-Taught Students. Journal of Engineering Education, 98(4), 469–480
Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., and Bjorklund, S. A. (2001). Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains. Journal of Engineering Education, 90(1), 123–130
Bonsangue, M. (1994). An efficacy study of the calculus workshop model. CBMS Issues in Collegiate Mathematics Education, 4, Providence, RI: American Mathematical Society, 117–137
Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., Bonham, J. W., Dancy, M. H., and Risley, J. S. (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Retrieved August 27, 2007, from

38. Microsoft Engineering Excellence
Questions?
Microsoft Confidential

42. Minute Paper
What was the most useful or meaningful thing you learned during the session?
What was the “muddiest” point in this session?