Designing Learning Environments and Opportunities: What the Research Tells Us

Karl A. SmithEngineering Education – Purdue UniversityCivil Engineering - University of Minnesota

New Mexico State UniversityPRIMOS Workshop

August 11, 2009

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Workshop Layout• Welcome & Overview

• Status of Course Design/Redesign– Student Learning Outcomes

– Assessment approaches

– Informal cooperative learning

• How People Learn Framework – Research & Resources

• Problem-Based Cooperative Learning Example

• Backward Design Approach – Course, Class Session, and Learning Module Design: From Objectives and Evidence to Instruction

• Wrap-up

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Session Objectives

• Participants will be able to describe key elements of:– Cooperative Problem-Based learning– Cooperative Base Groups– Research on How People Learn– Backward design process

• Participants will begin applying key elements to the design on a course, class session or learning module

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National Research Council Reports:1. The Knowledge Economy and Postsecondary

Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn

2. How People Learn: Brain, Mind, Experience, and School (1999).

3. How People Learn: Bridging Research and Practice (2000).

4. Knowing What Students Know: The Science and Design of Educational Assessment (2001).

NCEE Report1. Rethinking and redesigning curriculum, instruction

and assessment: What contemporary research and theory suggests. (2006). http://www.skillscommission.org/commissioned.htm

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Resources

• Bransford, Vye and Bateman – Creating High Quality Learning Environments

• Pellegrino – Rethinking and Redesigning Curriculum, Instruction and Assessment

http://books.nap.edu/openbook.php?record_id=10239&page=159

http://www.skillscommission.org/commissioned.htm

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Designing Learning Environments Based on HPL

(How People Learn)

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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

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Cooperative Learning•Positive Interdependence•Individual and Group Accountability•Face-to-Face Promotive Interaction•Teamwork Skills•Group Processing

Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning returns to

college: What evidence is there that it works? Change, 30 (4), 26-35.

• Over 300 Experimental Studies• First study conducted in 1924• High Generalizability• Multiple Outcomes

Outcomes

1. Achievement and retention2. Critical thinking and higher-level

reasoning3. Differentiated views of others4. Accurate understanding of others'

perspectives5. Liking for classmates and teacher6. Liking for subject areas7. Teamwork skills

January 2005 March 2007

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Understanding Understanding

Stage 1. Identify Desired ResultsFocus Question: What does it mean to “understand”?

Stage 2. Determine Acceptable EvidenceFocus Questions: “How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency (Wiggins & McTighe)

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Understanding Misunderstanding

A Private Universe – 21 minute video available from www.learner.org

Also see Minds of our own (Annenberg/CPB Math and Science Collection – www.learner.org)

1. Can we believe our eyes? 2. Lessons from thin air3. Under construction

Teaching Teaching & Understanding Understanding - http://www.daimi.au.dk/~brabrand/short-film/index-gv.html

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Course Concept Mapping

• Construct a concept map that represents the key concepts and relationships between ideas for the course you are re-designing

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How to construct a concept map Central Node

BIG idea at the heart of the discipline

Most important outcome for the course

Surrounding Nodes Related ideas, topics, etc.

Nature of the connection (relationship) between the nodes Ruíz-Primo, M. (2000). On the use of concept maps as an

assessment tool in science: What we have learned so far. Revista Electrónica de Investigación Educativa, 2 (1).

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Concept Maps Software Tools• Cmap Tools (http:// cmap.ihmc.us)

Institute for Human &Machine Cognition Free downloadable program

• C-Tools (http://ctools.msu.edu) Michigan State University (NSF) Free web-based Java applet

• SMART Ideas (http://www2.smarttech.com) SMART Tech Free trial version (30 days)

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Discuss your Concept Maps

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Worksheet 1Worksheet 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.

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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)

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Problem-Based Cooperative Learning

Karl A. SmithEngineering Education – Purdue UniversityCivil Engineering - University of Minnesota

ksmith@umn.eduhttp://www.ce.umn.edu/~smith

Estimation Task

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

Formal Cooperative Learning – Types of Tasks

1. 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

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Challenged-Based Learning• Problem-based learning

• Case-based learning

• Project-based learning

• Learning by design

• Inquiry learning

• Anchored instructionJohn Bransford, Nancy Vye and Helen Bateman. Creating High-Quality

Learning Environments: Guidelines from Research on How People Learn

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Professor's Role inFormal Cooperative Learning

1. Specifying Objectives

2. Making Decisions

3. Explaining Task, Positive Interdependence, and Individual Accountability

4. Monitoring and Intervening to Teach Skills

5. Evaluating Students' Achievement and Group Effectiveness

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Decisions,Decisions

Group size? Group selection?Group member roles?How long to leave groups together?Arranging the room?Providing materials?Time allocation?

Formal Cooperative Learning Task Groups

Perkins, David. 2003. King Arthur's RoundTable: How collaborative conversations createsmart organizations. NY: Wiley.

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Problem Based Cooperative Learning FormatTASK: 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.

Technical Estimation ExerciseTASK:

INDIVIDUAL: Quick Estimate (10 seconds). Note strategy.

COOPERATIVE: Improved Estimate (~5 minutes). One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to arrive at the improved estimate.

EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to arrive at your improved estimate.

EVALUATION: Best answer within available resources or constraints.

INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) your estimate and (b) how you arrived at it.

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.

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Team Member Roles

• Task Recorder

• Process Recorder

• Skeptic/Prober

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Group Reports

• Estimate– Group 1– Group 2– . . .

• Strategy used to arrive at estimate – assumptions, model, method, etc.

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Real World

Model World

Model

Vr/Vb

Calc

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Problem-Based Learning

Problem posed

Identify what weneed to know

Learn it

Apply it

START

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Subject-Based Learning

Told what weneed to know

Learn it

Given problem toillustrate how to use it

START

Normative Professional Curriculum:

1. Teach the relevant basic science,

2. Teach the relevant applied science, and

3. Allow for a practicum to connect the science to actual practice.

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Problem-Based Learning (PBL)-- Small Group Self-Directed Problem Based Learning --

Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process. (Barrows and Tamblyn, 1980)

Core Features of PBL Learning is student-centered Learning occurs in small student groups Teachers are facilitators or guides Problems are the organizing focus and stimulus for learning Problems are the vehicle for the development of clinical problem-

solving skills New information is acquired through self-directed learning

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Group Processing Plus/Delta Format

Plus (+)Things That Group Did Well

Delta (∆)Things Group Could Improve

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

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

Kolb=s Experiential Learning Cycle

Observation and Reflections

Concrete Experience

Formulation of abstract concepts and generalizations

Testing implicationsof concepts innew situations

•Engage•Explore•Explain•Elaborate•Evaluate

5 E Learning Cycle Model

http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Modeling

Modeling in its broadest sense is the cost-effective use of something in place of something else for some cognitive purpose (Rothenberg, 1989). A model represents reality for the given purpose; the model is an abstraction of reality in the sense that it cannot represent all aspects of reality.

Any model is characterized by three essential attributes: (1) Reference: It is of something (its "referent"); (2) Purpose: It has an intended cognitive purpose with respect to its referent; (3) Cost-effectiveness: It is more cost-effective to use the model for this purpose than to use the referent itself.Rothenberg, J. 1989. The nature of modeling. In L.E. Widman, K.A. Laparo & N.R. Nielson, Eds., Artificial intelligence, simulation and modeling. New York: Wiley

Modeling Heuristics Ravindran, Phillips, and Solberg (1987):

1. Do not build a complicated model when a simple one will suffice.

2. Beware of molding the problem to fit the technique.3. The deduction phase of modeling must be conducted

rigorously.4. Models should be validated prior to implementation.5. A model should never be taken too literally.6. A model should neither be pressed to do, nor criticized for

failing to do, that for which it was never intended.7. Beware of overselling a model.8. Some of the primary benefits of modeling are associated

with the process of developing the model.9. A model cannot be any better than the information that

goes into it.10. Models cannot replace decision makers.

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Modeling Resources• Redish, E.F. and Smith K.A. 2008. Looking Beyond Content: Skill

Development for Engineers. Journal of Engineering Education Special Issue,

• Smith, K.A., & Starfield, A.M. 1993. Building models to solve problems. In J.H. Clarke & A.W. Biddle, (Eds.), Teaching critical thinking: Reports from across the curriculum. Englewood Cliffs, NJ: Prentice-Hall, 254-263.

• Smith, K.A. 1993. Designing a first year engineering course. In Mark E. Schlesinger & Donald E. Mikkola (Eds.), Design Education in Metallurgical and Materials Engineering, Warrendale, PA: The Minerals, Metals, and Materials Society, 59-73.

• Smith, K.A., Wassyng, A. and Starfield, A.M. 1983. Development of a systematic problem solving course: An alternative to the use of case studies. In L.P. Grayson and J.M. Biedenbach (Eds.), Proceedings Thirteenth Annual Frontiers in Education Conference, Worcester, MA, Washington: IEEE/ASEE, 42‑46

• Starfield, A.M., Smith, K.A., and Bleloch, A. 1994. How to model it: Problem solving for the computer age. Revised Edition - software added. Edina: Interaction Book Company.

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Cooperative Lesson Planning Form Level: __________ Subject Area: __________________________ Date:__________

Lesson: ________________________________________________________________

Objectives

Academic:

______________________________________________________________

Teamwork Skills: _______________________________________________________

Preinstructional Decisions

Group Size: __________ Method Of Assigning Students: ____________________

Roles: _________________________________________________________________

Room Arrangement: ____________________________________________________

Materials: _____________________________________________________________

One Copy Per Group One Copy Per Person

J igsaw Tournament

Other: ______________________

Explain Task And Cooperative Goal Structure

1. Task: _______________________________________________________________

_____________________________________________________________________

2. Criteria For Success: _________________________________________________

_____________________________________________________________________

3. Positive Interdependence: ____________________________________________

_____________________________________________________________________

4. Individual Accountability: ___________________________________________

5. Intergroup Cooperation: ______________________________________________

6. Expected Behaviors: ____________________________________________________

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Monitoring And Intervening

1. Observation Procedure: ______ Formal ______ Informal

2. Observation By: ______ Teacher ______ Students ______ Visitors

3. Intervening For Task Assistance: _____________________________________

______________________________________________________________________

4. Intervening For Teamwork Assistance: ________________________________

_____________________________________________________________________

5. Other: ______________________________________________________________

Evaluating And Processing

1. Assessment Of Members’ Individual Learning: _________________________

_____________________________________________________________________

2. Assessment Of Group Productivity: ___________________________________

_____________________________________________________________________

3. Small Group Processing: _____________________________________________

_____________________________________________________________________

4. Whole Class Processing: _____________________________________________

_____________________________________________________________________

5. Charts And Graphs Used: ____________________________________________

____________________________________________________________________

6. Positive Feedback To Each Student: __________________________________

_____________________________________________________________________

7. Goal Setting For Improvement: _______________________________________

____________________________________________________________________

8. Celebration: _________________________________________________________

_____________________________________________________________________

9. Other: ______________________________________________________________

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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)

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Cooperative Base GroupsFor Personal and Academic Support

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Cooperative Learning

Kurt Lewin - Social Interdependence Theory

1.The essence of a group is the interdependence among members (created by common goals) which results in the group being a "dynamic whole" so that a change in the state of any member of subgroup changes the state of any other member or subgroup

2.An intrinsic state of tension within group members motivates movement toward the accomplishment of the desired common goals.

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Social Support

Two types of social support:

1.Academic Support: Classmates and faculty provide the assistance and help students to succeed academically.

2.Personal Support: Classmates and faculty care about and are personally committed to the well- being of each student.

Johnson, David W., Johnson, Roger T. and Smith, Karl A. 2006. Active learning: Cooperation in the college classroom, 3rd Ed. Edina, MN: Interaction Book.

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The Greater the Social Support, The Greater Academic Challenges May Be

Must Balance:

1.Academic Challenge: An academic demand that may be beyond the student=s capacity to achieve

2.Social Support: Significant others helping students mobilize her or his resources to advance on the challenges

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Creative Performance From Students(& Faculty) Requires Maintaining

a Creative Tension Between

Challenge and Security

Pelz, Donald, and Andrews, Frank. 1966. Scientists in Organizations: Productive Climates for Research and Development. Ann Arbor: Institute for Social Research, University of Michigan.

Pelz, Donald. 1976. Environments for creative performance within universities. In Samuel Messick (Ed.), Individuality in learning, pp. 229-247. San Francisco: Jossey-Bass

Edmonson, A.C. 2008. The competitive advantage of learning. Harvard Business Review 86 (7/8): 60-67.

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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