2. Building Student-Centered Curricula: Problem-Based Learning and Cooperative Learning

3. Next Previo NJCATE 4 June 2000 Challenges in Teaching and Learning Education is changing - –expectations about quality of education –community and workplace needs –technology-driven change –demographics of students

4. Next Previo NJCATE 4 June 2000 Learning... “Learning is not so much an additive process, with new learning simply piling on top of existing knowledge, as it is an active, dynamic process in which the connection are constantly changing and the structure reformatted.” - K. Patricia Cross

5. Next Previo NJCATE 4 June 2000 Active Learning “Active learning involves students in doing things and thinking about the things they are doing.” - Charles Bonwell

6. Next Previo NJCATE 4 June 2000 Active Learning Strategies –engage student reading, discussion, writing –develop student’s skills analysis, synthesis, evaluation –students explore values, attitudes

7. Next Previo NJCATE 4 June 2000 Challenges in Technical Teaching and Learning Technical Content Knowledge Problem-Solving Teamwork

8. Next Previo NJCATE 4 June 2000 Problem-Based Learning “PBL is any learning environment in which the problem drives the learning.

9. Next Previo NJCATE 4 June 2000 Problem-Based Learning “PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem.

10. Next Previo NJCATE 4 June 2000 Problem-Based Learning “PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge

11. Next Previo NJCATE 4 June 2000 Problem-Based Learning “PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.” - Don Woods

12. Next Previo NJCATE 4 June 2000 Problem-Based Learning Examples?

13. Next Previo NJCATE 4 June 2000 Problem-Based Learning Most Commonly: homework, “thought problems” projects, lab/workshop activity

14. Next Previo NJCATE 4 June 2000 Problem-Based Learning Any learning environment in which the “problem” drives the learning, motivates students Application before Theory Discover need for information before able to solve problem, learn in problem-solving mode, recall for solving problems

15. Next Previo NJCATE 4 June 2000 Problem-Based Learning - make meaning rather than fact collections - contextualize problems and situations - link to prior learning - more adaptive to new situations - basic cognitive process - links to research, research and teaching

16. Next Previo NJCATE 4 June 2000 Problem-Based Learning independent investigation + group dynamics higher levels of comprehension, more “quality” learning, knowledge-forming skills, social skills

17. Next Previo NJCATE 4 June 2000 Process Skills of PBL problem solving: –learning issues, division of labor

18. Next Previo NJCATE 4 June 2000 Process Skills of PBL problem solving self assessment: –understand own depth of knowledge –PBL attack skills –group dependence

19. Next Previo NJCATE 4 June 2000 Process Skills of PBL problem solving self assessment lifelong learning: –enhanced PBL skills –self-confidence –knowledge of resources –“learning how to learn”

20. Next Previo NJCATE 4 June 2000 Process Skills of PBL problem solving self assessment lifelong learning change management: –self actualization –applications to new domains

21. Next Previo NJCATE 4 June 2000 Process Skills of PBL problem solving self assessment lifelong learning change management PBL in a Cooperative Learning Environment?

22. Next Previo NJCATE 4 June 2000 Cooperative Learning Learner-centered process in which a small group of students work to accomplish a common goal.

23. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 1. Positive Interdependence 2. Face-to-Face Promotive Interaction 3. Individual Accountability/ Personal Responsibility 4. Collaborative Skills 5. Group Processing Skills

24. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 1. Positive Interdependence - –one group member cannot succeed without the success of the others –agree on solution strategies and answer –assuming critical roles –common rewards, depend on other’s resources, divide work

25. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 2. Face-to-Face Promotive Interaction –verbalize solutions –discuss concepts and strategies –teach knowledge to others –explain connections to old material –promotive = help, assist, encourage, support each other in effort to learn

26. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 3. Individual Accountability/ Personal Responsibility –individuals assessed as individuals, results shared with individual and group –group knows who needs help –no “hitch-hiking” or “free-riders”

27. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 4. Collaborative Skills - effective group functioning, “academic skills” –leadership –decision-making –trust-building –communication –conflict management

28. Next Previo NJCATE 4 June 2000 Five Elements of Coop Learning 5. Group Processing Skills –group discussion on success in achieving goals –feedback on maintaining effective working relationships, group maintenance, collaborative skills, feedback on personal contributions, consistent practice of collaborative skills what has each done that was helpful what can each one do better

29. Next Previo NJCATE 4 June 2000 Cooperative Learning Groups Informal Groups –short-term, less structured Formal Groups –structured, together until task is done Cooperative Base Groups –long-term peer support and accountability

30. Next Previo NJCATE 4 June 2000 Cooperative Learning Groups Informal Groups –short-term, less structured, for one discussion or one class –focus attention on content, organize material, process learning, summary of session 1. Questions on lecture material 2. Discussion on content units 3. Summarize, integrate, focus on assignment

31. Next Previo NJCATE 4 June 2000 Cooperative Learning Groups Formal Groups –structured, together until task is done –maximize learning of self and members 1. Instructions and Objectives 2. Given group assignment, materials, role 3. Cooperative Group Structure instructions 4. Instructor monitors and facilitates 5. Instructor evaluates individuals and groups

32. Next Previo NJCATE 4 June 2000 Cooperative Learning Groups Cooperative Base Groups –long-term peer support and accountability 1. Assist, support, encourage learning skills and content with feedback 2. Assist, support, encourage critical thinking 3. Interpersonal relationship for cooperative leaning skills and procedures 4. Structure for managing course evaluation

33. Next Previo NJCATE 4 June 2000 Challenges to Faculty Facilitator - how to work with groups how to train groups to work with each other Guide - lead to answer without hiding it Problems - open-ended, authentic problems

34. Next Previo NJCATE 4 June 2000 Content “coverage” … lists of facts or grounding in concepts? Problem as introduction Mini-lecture In-class small group Group projects Continuous feedback

35. Next Previo NJCATE 4 June 2000 Process Skills of PBL with CL problem solving self assessment lifelong learning change management

36. Next Previo NJCATE 4 June 2000 Process Skills of PBL with CL problem solving self assessment lifelong learning change management group/team skills –negotiation –division of labor –interdependence

37. Next Previo NJCATE 4 June 2000 Process Skills of PBL with CL problem solving self assessment lifelong learning change management group/team skills interpersonal and conflict resolution: –communication, negotiation, –win-win, out of the box

38. Next Previo NJCATE 4 June 2000 Old and New Paradigms Faculty to student Passive Memorize facts Individually Competitive Conformity Impersonal Classify and sort Faculty have power Reductionist Jointly constructed Active Relational Cooperative Strength in Diversity Personal relationships Develop students Empower student Constructivist

39. Next Previo NJCATE 4 June 2000 Issues Students resist CL process Insufficiently instructed in group skills Poorly constructed assignments Need to “cover” content Control Free-riders, hitch-hikers All members need to “know”

40. Next Previo NJCATE 4 June 2000 Conclusions PBL and CL are highly effective Change in Faculty Instructional Role –empower students = student-centered More and deeper learning More positive student attitudes about subject and self

41. Next Previo NJCATE 4 June 2000 Questions?