The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction

Week 6: Cooperative Learning and
Peer Instruction
The College Classroom
Winter 2014

Cooperative Learning Strategies
2

PBL – problem-based learning
POGIL – process-oriented guided inquiry learning
PLTL – peer-led team learning
PI – peer instruction

collegeclassroom.ucsd.edu

#tccucsd

Cooperative Learning Strategies
3

PBL – problem-based learning
POGIL – process-oriented guided inquiry learning
PLTL – peer-led team learning
PI – peer instruction
Why are we talking about these today?


#tccucsd

2010–2011 Higher Education Research
Initiative (HERI) Faculty Survey [1]
4

 published October 23, 2012
 based on responses from 23,824 full-time faculty at
417 four-year colleges and universities
 “faculty member” = any employee of an accredited
4-year college or university who spend at least some
of his or her time teaching undergraduates


#tccucsd

What do you see?
5


#tccucsd

What do you see?
6

Identify the most interesting item in Table 1. Record
your thoughts on the whiteboard and be prepared to
share your group’s opinion.


#tccucsd

Meta Moment:
Efficient Group Activities
7

• Why group activities?
•
•

Before this class: Keeps people awake
Now: Everyone constructs their own understanding;
Just because words come out of my mouth doesn’t
mean learning occurred

• But “it takes up time”
•

Optimization:
2 things
1 to each 1/2 of class


#tccucsd

What do you see?
8


#tccucsd

What do you see?
9


#tccucsd

What do you see?
10


#tccucsd

HERI: Cooperative Learning
11

[C]ooperative learning is a teaching practice that has
the most well-defined literature base, and research
consistently has revealed positive effects of cooperative
learning on student achievement across experimental and
quasi-experimental studies on college students.
([1], p. 8)


#tccucsd

HERI: Cooperative Learning
12

It is important to note, however, that we see the starkest
gender gaps across fields in faculty’s use of cooperative
learning. The majority of women in all other fields
(71.8%) use cooperative learning techniques in all or
most of their courses, and it is encouraging that 60.3%
of women teaching in STEM use cooperative learning in
the classroom, a figure that exceeds both men in STEM
(40.7%) and men in all other fields (52.6%).
([1], p. 8)

#tccucsd

Key ideas
13

 not just constructivism but social constructivism
constructivism

social constructivism

recognizes that knowledge
is constructed in the mind
of the learner by the
learner

implies that this “building”
process is aided through
cooperative social interactions

([1], p.262)


#tccucsd

([1], p. 262)

Which of the following do you think contributes
most to the student benefits attributed to PI use?
14

A.
B.
C.
D.
E.

Developing their own understanding
Changed view of responsibility/expectations in class
Pre-class preparation/reading
Feedback on their understanding
Positive experience of success in learning


#tccucsd

Exact process “recommended” for PI
depends on goals for use…
15

• General Goals: Engage students in the kind of
thinking done by experts, that help them develop
expertise
• ?? STEM Disciplines ??
•

Analysis, often with a right answer

• ?? Arts, Humanities and Social Science ??
•

Argumentation skills, multiple answers can be
defended

After examples, you will create a question for
a class in your discipline.

#tccucsd

An Example from History:
16


#tccucsd

Why is a clicker required for this class?
1. To save trees and increase efficiency
and feedback.
2. To increase discussion and help you
develop analysis and argumentation
skills (hopefully helping you on your
papers!)

How this class will work
Before Class

Discussion
Question
A)
B)
C)

1st Thing in Class:
Reading Quiz
A)
B)
C)

Lecture

Share Thinking
Tie to Reading

Discuss

What we
Thought

1

3
2

How this class will work
Before Class

You must get these
correct to get your
“quiz points”

Discussion
Question
A)
B)
C)

1st Thing in Class:
Reading Quiz
A)
B)
C)

Lecture

Share Thinking
Tie to Reading

You
Discuss

must vote we
What
Thought
to get your
“participation points”
(often multiple answers can
be defended)

1

3
2

Increase efficiency and feedback
Reading quizzes give you the excuse to “stay up” with
the reading*

this incentive allowed me to keep on top of my course
workload and to maintain a positive study habit
As it mattered for our final grade we studied and
did the readings every week instead of hoarding up
the studying till before the midterms and final exams.
*UCSD First Year Students

Increase discussion
EVERYONE will get a chance to be involved (not just the
2-3 usual people)

The green colored clicker questions forced
me to interact with my peers and
hence helped in forming
good study groups as well as friends.
Even though I never physically spoke during class lecture
as a whole, I felt as if my voice was heard during the
opinion clicker questions. In this class I feel included…
in other classes I feel excluded.

Develop analysis and argumentation skills
The "green” questions also facilitate some
thought provoking perspectives on the material,
and they've helped me formulate my own questions
and analyses outside of class.
I learn not only from professors' teaching, but also other
students' ideas as they express themselves about
green clicker questions.
I believe the use of clickers really help us learn.

Finally
In this lecture we were asked to
engage in a discussion about the past
where as in other lectures I have had
dates thrown at me and
I was expected to memorize them
without really understanding how they
played into the big picture.

I always wanted to come to class because
lectures made me look at the past in a
different way than I had before.

Sample History Question:
24


#tccucsd

According to Augustine, which do you
think was the most significant event in
his conversion to Christianity?
A.
B.
C.
D.

25

Corporal punishments as a school-boy
Student years of follies (studies and promiscuity)
Stealing the pears from the neighbor’s tree
Death of his classmate/friend


#tccucsd

According to Augustine, which do you
think was the most significant event in
his conversion to Christianity?
A.
B.
C.
D.

Corporal punishments as a school-boy
Student years of follies (studies and promiscuity)
Stealing the pears from the neighbor’s tree
Death of his classmate/friend

Each of these can be discussed from the various readings.
They bring up the critical points of Augustine’s personal
life that previously the professor lectured on.
26


#tccucsd

Which best describes your opinion
about Rousseau’s proposal for the most
legitimate form of government?
A.
B.
C.
D.
E.

27

Necessary
Appealing
Nice, but unrealistic
Risky
Frightening/Offensive


#tccucsd

Which best describes your opinion
about Rousseau’s proposal for the most
legitimate form of government?
A.
B.
C.
D.
E.

Necessary
Appealing
Nice, but unrealistic
Risky
Frightening/Offensive

Everyone should have form and defend an opinion.
Students don’t just take this class to memorize facts,
but to develop as critical/thinking citizens.
28


#tccucsd

STEM – a slightly different motivation
and process

29


#tccucsd

How does this class work?
This class is designed a bit differently from what you
might normally be used to
“Lecture” will be focused around YOU
What YOU understand

A “clicker” is required for this class
It’s not optional, using it will be 10% of your grade
Clickers are used to help both YOU and ME figure out
what you understand and what you might need some help
with

So, lecture will be different
Ever thought about why we have “lecture”?

GREAT Innovations:
The printing press, The web
You don’t have the trust the monk!
Read it and analyze for YOURSELF!
If I rephrase it for you, what purpose does that serve?

Traditional class structures often look like:
Lecture

First
Exposure

Textbook

Homework

Exam

Read Hard Stuff See if You Show Knowledge
Know Hard Stuff
Mastery

You get very little opportunity for “expert” feedback

Peer Instruction-Based Design
Lecture

Homework

Lab

Exam

Q
U
I
Z
First Exposure:
With resources and
Feedback

Learn Hard Stuff:
With teacher and
discussion

Practice
Show Knowledge
Knowledge
Mastery
Mastery

Greater opportunity for expert feedback!
Research on how people learn:
Everyone constructs their own understanding
I can’t dump understanding into your brain

To learn YOU must actively work with a problem and
construct your own understanding of it

How to “run” a Peer Instruction Question
Individual Vote

Group Vote

Discussion

Class-Wide
Discussion

1

Instructor Modeling/Wrap-up

3

2

“What did you talk about in your group?”
“Why is X wrong?”

If a semi-truck crashes with a Fiat is the
force of the truck on the Fiat…
37

A. Greater than that of the Fiat on the truck
B. Less than that of the Fiat on the truck
C. Equal to that of the Fiat on the truck


#tccucsd

If a semi-truck crashes with a Fiat is the
force of the truck on the Fiat…
38

A. Greater than that of the Fiat on the truck
B. Less than that of the Fiat on the truck
C. Equal to that of the Fiat on the truck

No calculations. Practice using “physics terminology”.
Confront misconception. Good “lead in” to create
interest in mini-lecture on Newton’s 3rd Law.

#tccucsd

What does this code do?

A. Makes the eskimo girl say Hello, then jump up and
down
B. Makes the eskimo girl say Hello WHILE jumping up
and down
C. Makes the eskimo girl say Hello
D. None of the above

What does this code do?

A. Makes the eskimo girl say Hello, then jump up and
down
B. Makes the eskimo girl say Hello WHILE jumping up
Computers
and down don’t do what ‘makes sense’, they
do exactly what you tell them to.
C. Makes the eskimo girl say Hello
The “top” tile is the one that controls behavior.
D. None of the above

Your first PI question:
41

1. Pick a goal (argumentation, analysis).
2. Does your question have ONE correct answer?
3. What is important for people to discuss?
1.

Use this to select MCQ options

4. Review:
1.
2.
3.

Is your question a question?
Does it use as few words as possible?
Does it “encourage” discussion?


#tccucsd

42

Next Week:
Improving the classroom climate:
They’re not dumb, they’re different.

References
43

1.
2.

3.
4.
5.

6.
7.

Hurtado, S., Eagan, M. K., Pryor, J. H., Whang, H., & Tran, S. (2012).
Undergraduate teaching faculty: The 2010–2011 HERI Faculty Survey. Los
Angeles: Higher Education Research Institute, UCLA. www.heri.ucla.edu
Eberlein, T. Kampmeier, J., Minderhout, V. Moog, R.S., Platt, T., Varma-Nelson, P.,
& White, H.B. (2008). Pedagogies of Engagement in Science: A Comparison of
PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36, 4,
262–273.
Crouch, C.H., & Mazur, E. (2001) Peer Instruction: Ten years of experience and
results. American Journal of Physics, 69, 9, 970–977.
#etmooc Massive Open Online Course on Educational Technology & Media
etmooc.org
Hanson, D.M. (2006). Instructor’s Guide to Process-Oriented Guided-Inquiry
Learning. Lisle, IL: Pacific Crest.
http://www.pogil.org/resources/implementation/instructors-guide
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.
Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.


#tccucsd

The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Destacado

Destacado (11)

Similar a The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction

Similar a The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction (20)

Más de Peter Newbury

Más de Peter Newbury (15)

Último

Último (20)

The College Classroom (Wi14) Week 6: Cooperative Learning and Peer Instruction