Design & Implementation of Design & Implementation of Problem-Based Cooperative Problem-Based Cooperative

LearningLearningKarl SmithKarl Smith

University of MinnesotaUniversity of Minnesota

May 2004

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Workshop LayoutWorkshop Layout OverviewOverview Guiding Questions & Participant SurveyGuiding Questions & Participant Survey Evergreen Examples – Rob Cole & Sharon Evergreen Examples – Rob Cole & Sharon

AnthonyAnthony Video Vignette – Video Vignette – PBL – Intro BiologyPBL – Intro Biology Backward Design ApproachBackward Design Approach CDROM Vignette – CDROM Vignette – PBL groups in actionPBL groups in action Tools for using groups in PBLTools for using groups in PBL Video Preview – Video Preview – Facilitators & Groups in PBLFacilitators & Groups in PBL Wrap-upWrap-up

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Problem Based LearningProblem Based Learning

Problem-Based Learning (PBL) is a Problem-Based Learning (PBL) is a student centeredstudent centered teaching technique teaching technique that emphasizes meaningful learning that emphasizes meaningful learning through the through the solution of open-ended solution of open-ended problemsproblems..

Problems/scenarios are used to uncover Problems/scenarios are used to uncover learning objectives & are learning objectives & are presented at presented at the beginningthe beginning of a teaching module. of a teaching module.

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Problem-Based Learning

Problem posed

Identify what weneed to know

Learn it

Apply it

START

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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Designing PBL ExperiencesDesigning PBL Experiences

Design of the Design of the Teamwork AspectTeamwork Aspect of of PBLPBL

Backward DesignBackward Design Learning outcomesLearning outcomes Acceptable evidenceAcceptable evidence Instructional strategiesInstructional strategies

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Guiding Questions for the Guiding Questions for the SessionSession

How do you make groups work in PBL?How do you make groups work in PBL?

What are the different ways that What are the different ways that groups can be used in PBL?groups can be used in PBL?

How do you form effective groups?How do you form effective groups?

What do groups do in PBL?What do groups do in PBL?

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Survey of ParticipantsSurvey of Participants

Exposure to problem based learning Exposure to problem based learning literatureliterature

Experienced pbl or case based Experienced pbl or case based learninglearning

University of Delaware PBL WorkshopUniversity of Delaware PBL Workshop Workshops/conferencesWorkshops/conferences Teach / Taught using PBL or CBLTeach / Taught using PBL or CBL

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PBL-Intro BiologyPBL-Intro Biology

Work with a Video Viewing Partner Work with a Video Viewing Partner to watch for:to watch for:

What the group is doing.What the group is doing.

What the instructor/facilitator/tutor is What the instructor/facilitator/tutor is doing.doing.

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Backward Design Approach:Backward Design Approach:An OverviewAn Overview

OutcomesOutcomes 5 minute university5 minute university

EvidenceEvidence Learning TaxonomiesLearning Taxonomies

Plan InstructionPlan Instruction Cooperative Learning Planning Format & Cooperative Learning Planning Format &

FormsForms

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Effective Course Effective Course DesignDesign

Students

Goals andObjectives

Assessment

EC 2000

Bloom’sTaxonomy

Course-specificgoals & objectives

Cooperative learning

Lectures

Labs

Other experiences

Classroomassessmenttechniques

Tests

Instruction

Other measures

Technology

(Felder & Brent, 1999)

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Backward Design

Stage 1. Identify Desired Results

Stage 2. Determine Acceptable Evidence

Stage 3. Plan Learning Experiences and Instruction

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Backward Design

Stage 1. Identify Desired Results

Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom?

Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline?

Filter 3. To what extent does the idea, topic, or process require uncoverage?

Filter 4. To what extent does the idea, topic, or process offer potential for engaging

students?

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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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Worksheet 1Worksheet for Designing a Course

Ways of Assessing Actual Teaching-Learning

Helpful Resources:

Learning Goals for Course:

This Kind of Learning: Activities: (e.g., people, things)

1.

2.

3.

4.

5.

6.

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Backward DesignStage 2. Determine Acceptable Evidence

Types of Assessment

Quiz and Test Items: Simple, content-focused test items

Academic Prompts: Open-ended questions or problems that require the student to think critically

Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are

authentic

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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

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Taxonomies

Bloom’s taxonomy of educational objectives: Cognitive Domain (Bloom & Krathwohl, 1956)

A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001).

Facets of understanding (Wiggins & McTighe, 1998)

Taxonomy of significant learning (Dee Fink, 2003)

A taxonomic trek: From student learning to faculty scholarship (Lee Shulman, 2002)

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The Six Major Levels of Bloom's Taxonomy of the Cognitive Domain(with representative behaviors and sample objectives)

Knowledge. Remembering information Define, identify, label, state, list, match Identify the standard peripheral components of a computer Write the equation for the Ideal Gas Law

Comprehension. Explaining the meaning of information Describe, generalize, paraphrase, summarize, estimate

In one sentence explain the main idea of a written passage Describe in prose what is shown in graph form

Application. Using abstractions in concrete situations Determine, chart, implement, prepare, solve, use, develop

Using principles of operant conditioning, train a rate to press a bar

Derive a kinetic model from experimental data Analysis. Breaking down a whole into component parts Points out, differentiate,

distinguish, discriminate, compare Identify supporting evidence to support the interpretation of a literary passage Analyze an oscillator circuit and determine the frequency of oscillation

Synthesis. Putting parts together to form a new and integrated whole Create, design, plan, organize, generate, write

Write a logically organized essay in favor of euthanasia Develop an individualized nutrition program for a diabetic patient

Evaluation. Making judgments about the merits of ideas, materials, or phenomena Appraise, critique, judge, weigh, evaluate, select

Assess the appropriateness of an author's conclusions based on the evidence given Select the best proposal for a proposed water treatment plant

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Facets of UnderstandingWiggins & McTighe, 1998, page 44

When we truly understand,weCan explainCan interpretCan applyHave perspectiveCan empathizeHave self-knowledge

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Dee Fink – Creating Significant Learning Experiences

A TAXONOMY OF SIGNIFICANT LEARNING

1. Foundational Knowledge

• "Understand and remember" learning

For example: facts, terms, formulae, concepts, principles, etc.

2. Application

Thinking: critical, creative, practical (problem-solving, decision-making)

Other skills

For example: communication, technology, foreign language

Managing complex projects

3. Integration

Making "connections" (i.e., finding similarities or interactions) . . .

Among: ideas, subjects, people

4. Human Dimensions

Learning about and changing one's SELF

Understanding and interacting with OTHERS

5. Caring

Identifying/changing one's feelings, interests, values

6. Learning How to Learn

Becoming a better student

Learning how to ask and answer questions

Becoming a self-directed learner

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Shulman's New Taxonomy

1. Engagement2. Understanding3. Performance4. Reflection5. Design and Judgment6. Commitment

http://www.pitt.edu/AFShome/n/t/ntlforum/public/html/v11n4/diagrams.htm

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Backward Design

Stage 3. Plan Learning Experiences & Instruction What enabling knowledge (facts, concepts, and

principles) and skills (procedures) will students need to perform effectively and achieve desired results?

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it be taught, in light of performance goals?

What materials and resources are best suited to accomplish these goals?

Is the overall design coherent and effective?

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Model 1

The Key Components Of INTEGRATED COURSE DESIGN

One of the benefits of this model is that it allows us to see the importance S i t u a t i o n a l F a c t o r s

Teaching and

Learning Activities

Feedback & Assessment

Learning Goals

A Self-Directed Guide to Designing Courses for Significant LearningL. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass.

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PBL Groups in ActionPBL Groups in Action(Allen & White, 2002 – www.udel.edu/pbl)(Allen & White, 2002 – www.udel.edu/pbl)

Water StridersWater Striders

Video trios – watch to answer:Video trios – watch to answer:

What’s happening with/in this group?What’s happening with/in this group? How does the tutor try to deal with How does the tutor try to deal with

what’s happening?what’s happening? What would you do if faced with the What would you do if faced with the

same situation as the tutor?same situation as the tutor?

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Thinking about Groups in Thinking about Groups in PBLPBL

What differences did you notice What differences did you notice between the “water sliders” vignette between the “water sliders” vignette and the first one we showed at the and the first one we showed at the start of the session (Intro Biology)?start of the session (Intro Biology)?

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Pseudo-group

Traditional G roup

C ooperative G roup

H igh-perform ing C ooperative G roup

Individual M em bers

PE

RF

OR

MA

NC

E L

EV

EL

TYPE O F G R O U P

Teamwork

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CharacteristicsCharacteristics

Heterogeneous, Different perspectives, etc.Heterogeneous, Different perspectives, etc. Focused, engaged on the subject, motivatedFocused, engaged on the subject, motivated Prepared (students come prepared), responsibilityPrepared (students come prepared), responsibility Common goalCommon goal Structured, know why they are there (why is Structured, know why they are there (why is

working in a group better)working in a group better) Respectful, they listenRespectful, they listen Supportive of others’ learningSupportive of others’ learning Leadership, clear roles in the groupLeadership, clear roles in the group accountabiltyaccountabilty

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TeamsTeamsA team is a small number of people with

complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.

SMALL NUMBER COMPLEMENTARY SKILLS COMMON PURPOSE & PERFORMANCE GOALS COMMON APPROACH MUTUAL ACCOUNTABILITY

--Katzenbach & Smith (1993)The Wisdom of Teams

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Groups & Cooperative Learning (CL)

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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Successful Teams / GroupsSuccessful Teams / Groups

Instructor gives advanced thought to Instructor gives advanced thought to team team

formation, activities & assessment.formation, activities & assessment.

Key Interpersonal Skills & Performance of Key Interpersonal Skills & Performance of Group/Team MembersGroup/Team Members (Stein & Hurd, 2000)(Stein & Hurd, 2000)

Active Listening & ClarifyingActive Listening & Clarifying Supporting & BuildingSupporting & Building Differing & ConfrontingDiffering & Confronting

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Tools for PBL and CLTools for PBL and CL 5 Key Elements of Cooperative Learning (CL)5 Key Elements of Cooperative Learning (CL) Instructor’s Role – CL Planning FormInstructor’s Role – CL Planning Form Group ConsiderationsGroup Considerations

Group FormationGroup Formation Group Norms/GuidelinesGroup Norms/Guidelines Group Contract FormGroup Contract Form Group ChartersGroup Charters

Dee Fink - A Self-Directed Guide to Designing Dee Fink - A Self-Directed Guide to Designing Courses for Significant LearningCourses for Significant Learning

ReferencesReferences

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

Problem Based Cooperative Learning Format

TASK: 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.

Conversations in Teaching and Learning [MSU] - 3/14/03

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Cooperative Lesson Planning Form Grade 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: ____________________________________________________

Conversations in Teaching and Learning [MSU] - 3/14/03

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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: ______________________________________________________________

Conversations in Teaching and Learning [MSU] - 3/14/03

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Group Ground Rules Contract Form (Adapted from a form developed by Dr. Deborah Allen, University of Delaware)

Project groups are an effective aid to learning, but to work best they require that all groups members clearly understand their responsibilities to one another. These project group ground rules describe the general responsibilities of every member to the group. You can adopt additional ground rules if your group believes they are needed. Your signature on this contract form signifies your commitment to adhere to these rules and expectations. All group members agree to:

1. Come to class and team meetings on time. 2. Come to class and team meetings with assignments and other necessary

preparations done. Additional ground rules:

1.

2. If a member of the project team repeatedly fails to meet these ground rules, other members of the group are expected to take the following actions: Step 1: (fill in this step with your group) If not resolved: Step 2: Bring the issue to the attention of the teaching team. If not resolved: Step 3: Meet as a group with the teaching team. The teaching team reserves the right to make the final decisions to resolve difficulties that arise within the groups. Before this becomes necessary, the team should try to find a fair and equitable solution to the problem. Member’s Signatures: Group Number:______________ 1.____________________________ 2.____________________________

3.____________________________ 4.____________________________

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Problem-Based Learning: Problem-Based Learning: A Reasonable AdventureA Reasonable Adventure (Knous, (Knous,

2000)2000)

Video viewing groups (1 person per question):Video viewing groups (1 person per question): What is the group doing?What is the group doing? What is the instructor/tutor doing?What is the instructor/tutor doing? What aspects of pbl are evident in the way What aspects of pbl are evident in the way

the group functions?the group functions? What aspects of pbl are evident in the What aspects of pbl are evident in the

video?video?

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PBL Group FacilitationPBL Group Facilitation

Faculty (Course Instructor, others)Faculty (Course Instructor, others) Teaching Assistants (Graduate)Teaching Assistants (Graduate) Undergraduate Teaching Assistants / Undergraduate Teaching Assistants /

Peer FacilitatorsPeer Facilitators

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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 PBLCore 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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Groups in PBL – Your Groups in PBL – Your ThoughtsThoughts

What are the implications of what What are the implications of what you’ve experienced today?you’ve experienced today?

How can you apply this material?How can you apply this material?

What do you still need to know to use What do you still need to know to use groups effectively in problem-based groups effectively in problem-based learning?learning?

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We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.John Dewey, 1906

It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments James Duderstadt, 1999

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