Transcript Building Student-Centered Curricula: Problem

Building Student-Centered Curricula:
Problem-Based Learning
and
Cooperative Learning
Challenges in
Teaching and Learning

Education is changing – expectations about quality of education
– community and workplace needs
– technology-driven change
– demographics of students
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
NJCATE 4 June 2000
Active Learning
“Active learning involves students
in doing things and thinking
about the things they are doing.”
- Charles Bonwell
NJCATE 4 June 2000
Active Learning Strategies
– engage student
• reading, discussion, writing
– develop student’s skills
• analysis, synthesis, evaluation
– students explore
• values, attitudes
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Challenges in Technical
Teaching and Learning
Technical Content Knowledge
Problem-Solving
Teamwork
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Problem-Based Learning
“PBL is any learning environment in
which the problem drives the
learning.
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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.
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
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
NJCATE 4 June 2000
Problem-Based Learning
Examples?
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Problem-Based Learning

Most Commonly: homework,

“thought problems”

projects, lab/workshop activity
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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

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
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Problem-Based Learning
independent investigation
+ group dynamics
higher levels of comprehension,
more “quality” learning,
knowledge-forming skills,
social skills
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Process Skills of PBL

problem solving:
– learning issues, division of labor
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Process Skills of PBL
problem solving
 self assessment:

– understand own depth of knowledge
– PBL attack skills
– group dependence
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”
NJCATE 4 June 2000
Process Skills of PBL
problem solving
 self assessment
 lifelong learning
 change management:

– self actualization
– applications to new domains
NJCATE 4 June 2000
Process Skills of PBL
problem solving
 self assessment
 lifelong learning
 change management

PBL in a Cooperative Learning
Environment?
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Cooperative Learning
Learner-centered process in which a
small group of students work to
accomplish a common goal.
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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
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
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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
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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”
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Five Elements of Coop Learning
4. Collaborative Skills - effective group
functioning, “academic skills”
– leadership
– decision-making
– trust-building
– communication
– conflict management
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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
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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
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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
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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
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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
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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
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Content “coverage”
… lists of facts or grounding in concepts?
Problem as introduction
Mini-lecture
In-class small group
Group projects
Continuous feedback
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Process Skills of PBL with CL
problem solving
 self assessment
 lifelong learning
 change management
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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
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
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Old and New Paradigms
Faculty to student
Jointly constructed
Passive
Active
Memorize facts
Relational
Individually Competitive
Cooperative
Conformity
Strength in Diversity
Impersonal
Personal relationships
Classify and sort
Develop students
Faculty have power
Empower student
Reductionist
Constructivist
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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”
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Conclusions

PBL and CL are highly effective
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Change in Faculty Instructional Role
– empower students = student-centered
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More and deeper learning
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More positive student attitudes about
subject and self
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Questions?
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