Fundamentals of Cooperative Learning for the Community College

Classroom

Greg Hodges

Texarkana Community College

March 28-29, 2013

Too many classes are like…..

Something to Ponder…

“Education is not the filling of

a pail but the lighting of a

fire.” …………… William Butler Yeats

Patrick Henry Community College

3500 Students

Rural Virginia

65% Remediation of Students in Math

45% Remediation of Students in Writing/Reading

We Are Here!

What time is it?

Using your appointment sheet, go

around the room and make

appointments with twelve other

people in the room. In the factoid

spot, write down something

significant, silly, scandalous, or

sensational about that person.

Appt Clock Video

Community Challenges

• Economy devastated

• Double-digit

unemployment for the

last decade.

• Formerly known as

“Textile Capital of

America”;

• Now known as

“Unemployment

Capital of Virginia”

• Large numbers of

“Trade Act” students

• Motivated to remain in

college yet require

much remediation

Patrick Henry and Cooperative Learning—How did we connect?

• First Round Achieving the Dream

• SACS Re-Accreditation

• SCALE

• Developmental Education Initiative

The US is falling behind globally in educational achievement

Science Math Reading

• U.S. Avg Score 483 495 491

• OECD Avg 500 494 500

24th 15th 20th

• Confidential and Proprietary. Copyright © 2007 by Educational Testing Service. All

rights reserved.

• http://www.ets.org/Media/Education_Topics/perfectStorm/perfectStorm.html ETS perfect

storm

U.S. Rank Among 29 Countries

What does the research show?

• Treisman (1985)

Studied retention of minority students

5-year retention study for AA students in math or science at Berkeley

• 65% higher for students in CL

Tinto (1997) found collaborative learning effective in promoting persistence in college, regardless of students’ gender or race/ethnicity”

Survival Rates with/without CL First Semester

Retention by Degree of CL

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

25 35 45 55 65 75 85 95 105 115 125

Rete

nti

on

Pro

bab

ilit

y

ACL Inventory Score

Fall-Spring Retention Probability by ACL Survey Inventory Fall 2011 AtD Cohort

Comparison of Attitude Toward CL and degree of CL in the classroom

Never Rarely Sometimes Often Always

R² = 0.3838

0

20

40

60

80

100

120

140

1 2 3 4 5

AC

L I

nv

en

tory

Sco

re

Q32-Working in teams / groups help me learn more effectively than working alone

ACL Inventory by Attitude Toward Learning In Groups

Fast Track Math: Pass rate Comparisons

02-FT 69% 02-Non 55% Arithmetic

09-FT 62% 09-Non 51% Pre-Algebra

03-FT 77% 03-Non 48%

Basic Algebra

04-FT 75% 04-Non 59%

Intermediate Algebra

Where Does Patrick Henry Stand Now?

• 100% of full time faculty exposed to CL

• 85% of full time have gone through Fundamentals training.

• 75% of adjunct have taken part in on-going training.

• Use of CL/AL strategies added to PHCC job description.

• Southern Center for Active Learning Excellence (SCALE)

• Publications– Chronicle, CCSSE report, AtD, USA Today

Now all of our classes are like….

Impact on Successful Completion & Retention at TC

• Average Fall to Spring Retention for TC has been

approximately 59%

• Fall 2012 to Spring 2013 Retention is

approximately 76%

• Institutional Successful Course Completion Rates

& Retention Rate: Year Successful

Course

Completion

Rate

Retention Rate

Fall 2009 70% 86%

Fall 2010 73% 88%

Fall 2011 74% 86%

Fall 2012 79% 92%

Impact on Successful Completion & Retention at TC

• Successful Course Completion Rates &

Retention Rates for Faculty Participating in the

ACL Training & Implementation:

Year Successful

Course

Completion

Rate

Retention

Rate

Before ACL Fall 2011 64% 81%

After ACL Fall 2012 74% 91%

Cooperative Learning Toolbox

Keep up with your personal take-always!

How Many Triangles?

Book – 1:27

By yourself,

• Count how many triangles there are.

• Describe the method you used.

• How confident are you with your answer?

How Many Triangles?

How Many Squares?

With your 7 o’clock appointment

partner,

Book – 1:26

• Count how many squares there are.

• Describe the method you used.

• How confident are you with your answer?

How Many Squares?

Compare

• Did you like working by yourself more or

working with a partner?

• Were you more confident with your answer with

your partner or by yourself?

• Which way was more fun?

• Which way presented more options and ideas?

What is Cooperative Learning?

Book – 1:6

Cooperative Learning

Students working together

to accomplish shared

learning goals and

maximize their own and

their group-mates’

achievement.

--David W. Johnson & Roger T.

Johnson

Types of Learning

• Cooperative, Competitive, & Individualistic

• Which is the most

common type in college

classrooms?

Book: 1:13

Why Cooperative Learning?

• Encourages contact between students and faculty

• Develops reciprocity and cooperation among students

• Encourages active learning

• Gives prompt feedback

• Emphasizes time on task

• Communicates high expectations

• Respects diverse talents and ways of learning

• Meets Standards Chickering and Gamson (1987); Seven Principles for

Good Practice in Undergraduate Education

10% of what we

read

20% of what we hear

30% of what we see

50% of what we see and hear

80% of what we say

90% of what we say and do

We remember….

Learning is not a Spectator Sport!!

Resources for Organization Bowperson Publishing & Training,

INC.

The disconnect between Faculty and Students

Group Work is Not CL!!!

Cooperative

Learning

• Group effort required;

• Students may be evaluated as a group;

• Students accountable to each other;

• Social Skills are improved;

• Emphasis on process and product.

Group Work

• Little joint effort required;

• Students evaluated individually;

• Minimal interaction;

• Helping and Sharing is minimal;

• More “free-riders”;

• Emphasis on product.

Types of Cooperative Groups

•Formal

•Informal

•Base Groups

Favorite hobby Favorite Season

NAME

Favorite place What you like

to escape most about teaching

ACTIVITY: Participant introduction.

Base group Assignments

Base Groups

Definition: Long-term,

heterogeneous groups with stable

membership.

Purpose of Base Groups

• Provide support,

encouragement, and

assistance in completing

assignments.

• Hold one another accountable

for learning tasks

• Ensure all members are making

academic progress. Book – 4:10 (ranking)

Characteristics of Base Groups

• Heterogeneous in membership

• Meet regularly (daily, weekly, bi-

weekly)

• Last for the duration of the class

(semester, quarter, or year).

Possible Uses of Base Groups

• Attendance

• Homework

check

• Answer

questions from

assignments

• Collect material for absent members.

• Provide social support for members.

• Celebrate!!

Base Group Agenda

• Greet Members

• Base Group Check Sheet

• Homework Check

• Review Last Class

• Base Group Quiz

• Handouts: Base Group Weekly Check

Informal Cooperative Learning. Groups

Definition: temporary, ad-hoc groups

lasting from a few minutes to one

class period.

Uses and examples are almost

limitless!

Book – Chp 3

Informal Cooperative Learning

• Group size usually consists of two members, sometimes three.

• Group member roles

Writer/Reader, Coach/Player, Teacher/Student, Compare/Contrast

Roles should be reversed periodically

• Grouping methods

Turn to your neighbor (use sparingly)

Appointment Clock

“I have, who has” related terms, definitions or compound words

Cooperative Lecture

The Book Shelf

• Introductory Focused Discussion

Assign pairs, determine roles, introduce material

and concepts of the lesson, discuss expected

outcomes.

• Intermittent Focused Discussion

10 to 15 minute lectures with 5 to six minute

alternating active learning group discussions

• Closure Focused Discussion

Groups summarize main ideas and concepts of

the lecture, check for understanding, compare

notes

Coach/Player

1. Macy’s is having a big sale. Everything in the

store is 30% off, discount taken at the register.

You also have a coupon for 10% off of the sale

price. What price will you pay for a sweater

tagged at $50?

2. You just enjoyed a delicious meal at Hard

Rock Café. The concierge gave you a 15%

coupon for the meal and you would like to tip

20% on the great service. What will you pay if

the check is for $70?

The person with the longest hair will be the Player for problem 1

The person with the shortest hair will be the Player for problem 2

Coach/Player

Switch roles. Underline the prepositional phrases.

Formal Cooperative Learning Groups

Definition: groups that last from one

class period to several weeks.

Uses:

• Large Group Projects

• Group Presentations

• Group Papers

• Research Projects

Group Basics

• Heterogeneous & small

• Random, Stratified-random, (using

2-3 criteria), OR self selected

• Rotate groups (except for base

group)

• Assign roles

Teacher’s Role

Guide on the Side

Pre-instructional Decisions

Structuring the Cooperative Lesson

Monitor & Intervene

Assess/Evaluate

Deciding on the Size of the Group

• The shorter the time, the smaller the group

• The smaller the group, the more individual

student accountability

• The larger the group the better the small

group skills need to be.

• The larger the group, the less interaction

among members i.e. less cohesion

• Activity materials/content may dictate group

size

• Smaller groups make it easier to pinpoint

difficult students

Value Line: How do you deal with mobile devices in the classroom?

1. Mobile devices have no role in the classroom.

2. Mobile devices are limited to emergency calls.

3. Mobile devices are only used during certain times

for class work ie: calculator, polls, quick answer

4. I don’t care. Students can text when they want.

5. Mobile devices can be used for research and polls

only.

6. Mobile devices are mandatory for course work.

Mobile Devices in the Classroom

Mobile Devices in the Classroom

DISCLAIMER: Allowing your students to

text, tweet, or surf on their smart phones

will not:

• Inspire them to share your lecture with

their friends

• Create a more efficient note-taking

process

• Save anyone's life

5 Elements of a Cooperative Lesson

Cooperative Lesson

Positive Interdependence

Individual Accountability

Group Processing

Social Skills

Face to face interaction

Positive Interdependence

”All for one and one for All”

”We instead of Me” Chp 6

The easiest structure for this is a single group goal.

Positive Interdependence

When a mutual goal is established so

individuals perceive they can attain their

goals if and only if their teammates attain

their goals

Types of Positive Interdependence

REWARD

IDENTITY

RESOURCE

ENVIRONMENT

DUTY (ROLE)

FANTASY

TASK

OUTSIDE ENEMY

GOAL Book 6:10

Drill-Review Pairs

• GOAL & TASK: Be able to identify &

explain the 9 types of PI

• ROLES: Explainer (explains the 1st half

in his/her words), Learner (verifies

information matches definition), then

REVERSE roles & do second half

• IA: Each first reads his/her assigned

types Instructor will randomly choose

one from each pair to explain one of

the types of PI or a quiz.

GIG: Which Types of Positive Interdependence

• Complete the quiz individually

• Record answers separately

• Retake quiz as a group

Identify which type(s) of Positive Interdependence are at play in the scenarios on the quiz.

Individual Accountability

When the performance of each individual is

assessed, and the results are compared against a

standard of performance. The team member is

then held responsible for contributing his or her fair

share to the groups success.

Individual Accountability

The easiest way to structure individual

accountability is to call on one person

from the group to explain the material.

Examples of IA

• Group size

• Individual test

• Random oral exams

• Assigning each member a role

• Teach what they learned to someone else

• Spot check for understanding

• Edit each other’s work

• Solve a different problem

• Peer evaluation of group

• PI/IA Case Studies - handout

ACTIVITY: In pairs identify the Individual Accountability

Oscars

Amish Barn Raising

Remember the Titans

Fighting Gravity (Va. Tech fraternity)

Pick Your Season

Mother to Son

• Roles: reader, recorder, time-keeper

• 15 Mins

Social Skills • 7:4 - book

Social Skills/ Face to Face Interaction

• Communication

• Contribution of Ideas

• Encouragement

• Summary

• Body Language

• Reflection

Social Skills

• Which social skill do your students do the best?

• Which social skill do your students do the

worst?

• How can we improve these skills?

Facilitating Group Skills

• Johnson’s 4 levels of social skills (7:5, 7:6)

• Forming & Functioning

Top 2 is where critical thinking takes place:

• Formulating

• Fermenting

Problematic Student Scenarios

• Each Group will be assigned a scenario

• Within the group, discuss the scenario and

answer the questions

• Report out

• “Stella!!!”

Tips for Group conflict • Strong Positive Interdependence

• Model good conflict resolution skills

• Build teamwork skills

• Structure clear “individual

accountability”

• Build positive interaction early

• Reflect on how groups manage

differences

• Teach constructive criticism

Discussion

Which of the following basic skills do you think

the most employers consider “very important?”

Discuss your ranking with your neighbor.

Written Communications

Ethics & Social Responsibility

Professionalism & Work Ethic

Critical Thinking/Problem Solving

Oral Communications

Teamwork Collaboration

Is It Our Job To Teach Social Skills?

Basic Skills ranked as “very important” by 2 yr colleges & Tech school Grads

1. Professionalism & Work Ethic 83.4%

2. Teamwork Collaboration 82.7%

3. Oral Communications 82.0%

4. Critical Thinking/Problem Solving 72.7%

5. Written Communications 71.5%

6. Ethics & Social Responsibility 70.6%

2009 REPORT: “Are they ready to work?” Employers Perspectives on the Basic Knowledge and Applied skills of New entrants into the 21st century workforce”

• Scarcity of Jobs

• Demand from employers for

students who can problem

solve and work in teams

• Cost benefit for workforce

In the Workplace

Why Cooperative Learning

I will pay more for the ability to

work with people than any

other ability under the sun.

John D. Rockefeller

Survivor

Your group has just survived a plane crash

in Northern Canada during the coldest

time of the year. The daily temperature

is 25 below zero, and the night time

temperature can be chilly at 40 below

zero. There is snow on the ground and

the countryside is wooded with several

creeks crisscrossing the area. The

nearest town is 20 miles away. You are

dressed in city clothes appropriate for a

business meeting.

Salvaged Items • Ball of steel wool

• Small Ax

• Loaded .45-calber pistol

• Can of Crisco shortening

• Newspapers (one per person)

• Cigarette Lighter (without fluid)

• Extra shirt and pants for each survivor

• 20 x 20 ft piece of heavy-duty canvas

• A sectional air map made of plastic

• One quart of 100-proof whiskey

• A compass

• Family-sized chocolate bars (one per person)

Rankings 1. Cigarette Lighter

Gravest danger is the temperature

Fire is needed for warmth and signal

2. Ball of Steel Wool

Catches a spark and supports a flame even when

wet

3. Extra Clothes

Used for warmth, shelter, signaling, bedding,

bandages, string and fuel for fire

4. Can of Crisco

Signaling device from lid (5 to 7 million candle

power)

Rubbed on exposed skin

Fuel (act like a candle)

Can used to warm water for drinking

Rankings 5. 20 x20 Piece of Canvas

Shelter

Ground Cover

Make a signaling device

6. Small Ax

Chop Wood for fire

Frame tent or use branches for ground covering

7. Chocolate Bars

Energy without large digestive demands

8. Newspapers

Start fire

Insulate under clothes

Megaphone

Reading Material

Rankings 9. Loaded Pistol

Sound Signaling (3 shots fired in rapid succession)

Butt of pistol could be used as hammer

Lethal Weapon

Hunting

10. Quart of Whiskey

Torch/ Fire

Dangerous if consumed- Increase hypothermia

Use bottle for water

11. Compass

Too dangerous to walk

Glass reflects light

12. Air Map

Too dangerous to walk

Ground covering

Did You Survive?

• Score 0 – 25: Way to go!! You are going to

make it through no problem.

• Score 26 – 49: You will probably suffer

extensive injuries requiring years of therapy, but

you’ll make it.

• Score 50 +: Looks like you’re going to be

singing with the angels (we hope!)

Group Processing

• Peer Interaction

• Task Results

• Grades

Monitor & Intervene • What should we monitor for?

Face-to-face interaction

Did heads come together?

Who needs to work on social skills?

Is everyone contributing?

• Why & when to intervene?

Improve social skills

Clarify academic task

Acknowledge good group skills Monitoring Video Clip

Current Practices: Triad Share Grading

Group Work

1) Share examples of group work: grades and non grades.

2) How do you promote positive interdependence: a sense that they all must contribute to the project to successfully meet the learning goal and for each one of them to be successful?

3) How do you prevent “social loafing“ or free riding?

Goal: Gather as many ideas

Grading Group Work A Jig Saw Activity

What is Jigsaw? Each group member takes part of the material to learn, then teaches his part to other members

Jigsaw is an alternative to lecture and individual reading. Whoever explains it best learns it best!

“No man is an island, entire of itself” John Donne

Why use Jigsaw?

JIGSAW Procedure

1. Task: Each student masters his assigned material.

2. Cooperative Goal: Each member of the group must ensure that everyone in the group learns all of the material, not just their own.

Jigsaw Procedure: Group Grading

• Individual Preparation – Read over the

material provided for your grading strategy

(2-3 min)

Think about:

What is a common thread running

through all the examples for this

grading strategy?

What are the benefits of grading this

way?

What are the potential pitfalls?

Jigsaw Procedure (cont’d)

• Partner Preparation – Find an expert

like you from another group. With this

partner (5 min):

Compare what you came up with

earlier as an individual . Edit your

notes as needed.

Brainstorm how you might teach

this grading strategy to your group.

Develop a visual aid to assist you

while you teach.

Jigsaw Procedure (cont’d)

• Partner Practice – Find a different

expert in your field. Each of you practice

your presentation in turn and refine what

you have based upon what you see from

your practice partner. (5 min each)

• Teach – Back in your original foursome,

take turns and teach each other about

the four strategies for Group Grading (3-

5 min each)

Reminders

• Teachers need to make sure that

their students are understanding

(asking questions, checking, etc.)

• Listeners should take good notes

on each section.

• The goal is each person

to know all strategies!!!

Grading Group Work Open Discussion

• Discuss with fellow group members

how you might use one of these

strategies to grade your next group

assignment.

Grading Groups

• Participant Log

• Discussion Board

• Presentation Questions

• Rank your partners

• Distribute Points

• Fire a partner??

Roadblocks

• I cannot cover all the material

• Student Slackers

• One Student does all the Work

• Class it too large

• Students are unprepared for effective group learning

• Students do not like CL

Pair/Share

• What would be the problems

implementing this at your institution?

• How do you overcome the resistance

of changing lecture based practices?

• How about the students?

Roadblocks?

Pulling it all together! PI and IA: Lesson Plan

Let’s Make a Lesson!!!

• With a group, complete a formal lesson plan using the template provided.

INTEGRATED USE OF CL Getting Started!

• Start small: informal CL and/or base

groups. Plan!

• Set the stage: first class day. Plan!

• Create an environment of trust

• Lecture Busting Activities. Plan!

• Seek support .

• Be flexible but…Plan!

More Recommendations

• Understand your students –

Demographic, Academic Abilities,

Learning Styles, etc.

• Assign tasks to group members for

easy PI and IA

• Think about time and adjust next time!

• Emphasize individual accountability

• Encourage critical thinking – ALWAYS

ACT AS A FACILITATOR

http://www.scaleinstitute.com/

• Why Cooperative Learning

• Content-area activities

• “How To” videos and clips

• Important links

• Request for training

• Calendar of events

• Contact information

Questions or Comments

• Concerns

• Questions

• Comments