Transcript Helping science students become active learners in ethics

Teaching life science ethics using
cooperative learning
Gary Comstock
Iowa State University
Overview
1.
2.
3.
4.
5.
What’s the problem?
What’s our goal?
Individualistic learning
Active learning
Cooperative learning
1. What’s the problem?
Personal ethics
87 % Students admitting to cheating
on written work
70 % Cheated on a test at least once
52 % Copied from someone
26 % Admitted plagiarizing
Carol Innerst, "Universities Retreat in War on Cheating,"
Washington Times, January 29, 1998
Species extinction
Global warming
Intrinsic value of ecosystems
Animal welfare and rights
Genetically modified
organisms
Social ethics
2. What’s our goal?
2. What is our goal?
To help
students become
discerning citizens
who can reason
about ethics.
What is
“discernment?”
Discernment is the ability to:
recognize ethical issues as
ethical issues;
articulate and apply moral
principles, values;
analyze cases in a
self-reflective way.
What is “good
reasoning?”
Turn to your neighbor.
Write down as many
answers as you can think
of.
QUANTITY wins.
Good reasoning is the ability to

Describe accepted moral
standards within the field;

Analyze ethical arguments to
discover which argument
one has the best reasons to
accept;
Good reasoning is the ability to

Recognize key thinkers and
texts in the history of ethics;

Reason in a way that is logical,
complete, consistent, and clear,
and that can recognize potential
objections to one’s position.
What skills do
students want?
Interdependence
Accountability
Interaction
Collaboration
Skills students want (and need!)
How can we help?
Interdependence
Accountability
Interaction
Collaboration
3. Individualistic
learning
Individualistic learning
Students listen to a lecture
without talking to
neighbors; take notes;
respond to occasional
questions from the lecturer;
study at home alone.
Individualistic learning
Potential benefits
Accrue to intuitive learners able to
assimilate abstract concepts,
theories, histories, explanations
and formulas by themselves
through careful note-taking and
solo reflection.
Individualistic learning
Potential problems
For practical learners who
assimilate material best by
working with others, using
more concrete, sensory,
pictorial, and / or hands-on
procedures and activities
4. Active learning
Active learning
Students solve problems, answer
questions, formulate questions
of their own, discuss, explain,
debate, or brainstorm during
class
Richard Felder, “Active and Cooperative Learning,”
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Cooperativ
e_Learning.html
Active and cooperative learning techniques
1. Think-pair-write-share
2. Write and pass
---------------
3. Homework teams
4. Academic controversy
(golden rice role-play)
5. Peer composition groups
(write a case study)
Think-pair-write-share
Objective
Engage class with the material on an
individual level, in pairs, and finally as a
large group
Think-pair-write-share
Procedure:
•
•
•
Individually reflect on a question.
Pair up with person next to you to share
answers.
Instructor randomly chooses a few pairs to
give 30 second summaries.
Write and pass
Objective
Help students learn to
construct arguments and
analyze assumptions
Write and pass
Procedure:
•
•
•
•
•
Hand out assignment sheets.
Write answer on sheet. Pass paper to the left.
Write answer on sheet. Pass paper to the left.
Return sheets to original authors.
Instructor randomly chooses students to read and
discuss what is written on their sheets.
Active learning strategies
1.
2.
3.
4.
May be used at any time
Short-term and ad hoc
Break up lectures, energize students
Provide opportunities for students to
process material they’re hearing
5. Not as effective as formal
cooperative learning strategies
5. Cooperative
learning
Cooperative learning
Instruction involving people
working in structured teams to
accomplish a common goal
A. Goals
B. Methods
Cooperative learning
A. Goals
B.
Methods
Cooperative learning goals
1.
2.
3.
4.
Interdependence
Accountability
Interaction
Collaboration
A. Positive
Interdependence
All team members must
cooperate to complete task
Cooperative learning goals
B. Individual and group
accountability
All team members are
responsible to themselves
and each other
Cooperative learning goals
C. Face to face interaction
All members provide feedback,
support, critical challenges
Cooperative learning goals
D. Group collaboration
All members practice
leadership, decision-making,
conflict management skills,
trust-building
Cooperative learning goals
Cooperative learning
i.
Goals
ii. Methods
Active and
cooperative learning techniques
1. Think-Pair-Write-Share
2. Write and pass
---------------
3. Homework teams
4. Academic controversy
5. Peer composition groups
Homework teams
Objective
Assist students in learning from each other,
demonstrating leadership, and mastering
material together
Homework Teams
Procedure:
•
•
•
•
Carefully design problems for groups.
Allow students to form teams.
Students meet outside class and insure that
all members can answer all questions.
Instructor randomly calls on teams for
responses in class.
Academic Controversy
Objective
Help students to enlarge their moral
imaginations by playing assigned social
roles and defending ethical views
potentially at odds with the views they
hold.
Academic Controversy
Procedure:
•
•
•
•
Carefully design ethical problem and roles for
each individual.
Assign students to specific roles.
Students meet in or outside class to discover and
discuss the arguments supporting their position.
Instructor moderates a mock authoritative body
which proceeds to announce its binding
decision.
Peer Composition
Groups
Objective
To help students construct materials for
discussion of ethical issues.
Peer Composition
Groups
Procedure
1. Know your objective.
2. Write clear narratives identifying the
scientific facts.
3. Write questions directing attention to the
ethical features of the case.
Does it work?
Cooperative Learning Methods:
A Meta-Analysis
David W. Johnson, Roger T. Johnson, and Mary Beth
Stanne
University of Minnesota
May, 2000
Does it work?
• ABSTRACT . . . a comprehensive
review of the research on the effectiveness
in increasing achievement of the methods of
cooperative learning used in schools. An
extensive search found 164
studies
investigating eight cooperative
learning methods.
Does it work?
The studies yielded 194 independent
effect sizes representing academic
achievement. All eight cooperative
learning methods had a significant
positive impact on student
achievement.
Table 3:
Meta-Analysis Results For Cooperative Learning Methods
Average Effect Sizes of “Learning Together”
Effect
Sd
k
Cooperative vs.
Competition
0.82
0.50
25
Cooperative vs.
Individualistic
1.03
0.69
56
Does it work?
When the impact of cooperative
learning was compared with
competitive learning, “Learning
Together” promoted the greatest
effect, followed by “Academic
Controversy” . . .
Cooperative learning strategies:
The professor’s role
1.
2.
3.
4.
Carefully specify objectives
Explain the group’s task
Explain each person’s role
Monitor and intervene to teach leadership
skills
5. Evaluate student achievement and group
effectiveness
Cooperative learning strategies:
Cooperative base groups
1.
2.
3.
4.
5.
6.
7.
Heterogeneous (in gender, ethnicity, age)
Small (3-5 members)
Members assigned by instructor
Long-term (semester-long)
Provided for mutual support
And challenge
Knee-to-knee, eye-to-eye
Cooperative learning strategies:
Advice from Karl A. Smith
1.
2.
3.
4.
Start small and build
You choose the groups
Tell students what you’re doing and why
Do something cooperative regularly,
build habits of cooperation
5. Keep it short; 5 minutes to start, then gradually
lengthen
6. Monitor the groups: be positive, patient
7. Don’t give group grades
Cooperative learning
Dawn the student: ROLES
1.
2.
3.
4.
5.
Spokesperson : Speaks for group
Recorder : Keeps notes
Timekeeper : Keeps group on task
Affirmer : Provide support, encouragement
Skeptic : Questions assumptions, raises
issues for clarification
Cooperative learning
Dawn the student: ROLES
1.
2.
3.
4.
Spokesperson :
Recorder :
Timekeeper :
Affirmer :
5. Skeptic :
Born closest to this spot?
Born furthest from this spot?
Who got up first this a.m.?
Of those remaining, Who got
up last?
Whoever is left.
Tie-breaker question: Who has youngest child?
Cooperative learning
References
1. Karl A. Smith, “Adopting your classroom
style to help science students be more
active learners,” presentation at ISU
Bioethics Institute, May 30, 1999
2. David W. Johnson, et al., “Cooperative
Learning Returns to College: What
Evidence Is There That It Works?” Change
(July/ August 1998: 27-35).
Cooperative learning
References
Richard Felder, Chemical Engineering, North Carolina
State University
RESOURCES IN SCIENCE AND
ENGINEERING EDUCATION web page
http://www.ce.umn.edu/~smith/
Acknowledgments
© “Ethicists hanging around,”
cartoon by Sidney Harris, published
in The Scientist, 28 May 2001, used
with permission
Self introductions
1. What would you like us to call
you?
2. Department and University?
3. Course in which you (will)
discuss ethics.
And
Introductions
4. Something interesting about you
For example:
What is the most unusual thing
you’ve been paid to do (and why
did you stop)?
Or:
Who’s the most famous person who
has ever spoken to you, and what
did they say?
Self introductions
1. Name and Department(s)
2. Institution
3. Course in which you (will)
discuss ethics
4. Why are you here? 2 sentences