Collaborative Learning to Maximize Critical Thinking
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Transcript of Collaborative Learning to Maximize Critical Thinking
Collaborative Learning to Maximize Critical Thinking
Techniques for High Impact Practices in the
classroomBy Nancy Fox
Collaboration Exercise
• Define – one sentence only• Purpose – one word to best represent your
group’s ideas• Benefit – in your group’s opinion, the most
important benefit• Concerns – the concern with the most impact• Value- is collaboration worth the effort?
Yes or No
Researched Definition• Two or more students laboring together and
sharing the workload equitably as they progress toward intended learning outcomes (The Case for Collaborative Learning).
• Collaborative learning occurs when we stop relying on experts and teachers to transfer their knowledge to us and instead engage together in making sense and creating meaning for ourselves (Rhea, The Power of Collaborative Learning).
Ideal Collaborative Model
Purpose of Collaboration
• Promotes:– Positive interdependence: the success of the individual is
dependent upon the group’s success– Positive interaction: share resources while supporting and
encouraging efforts to learn– Individual and group accountability: each group is
responsible for achieving its goals– Teamwork skills: interpersonal and small group skills
required for the group to function– Group processing: evaluate group productivity and make
decisions about future contributions or changes
Benefits of Collaboration:• PREPARES STUDENTS FOR CAREERS BY PROVIDING THEM
WITH OPPORTUNITIES TO LEARN TEAMWORK SKILLS VALUED BY EMPLOYERS
• HELPS STUDENTS APPRECIATE MULTIPLE PERSPECTIVES AND DEVELOP SKILLS TO COLLABORATIVELY ADDRESS THE COMMON PROBLEMS FACING A DIVERSE SOCIETY
• ENGAGES ALL STUDENTS BY VALUING THE PERSPECTIVE EACH STUDENT CAN CONTRIBUTE FROM HIS OR HER PERSONAL ACADEMIC AND LIFE EXPERIENCE
Immeasurable Social Impact
Backbone of Collaboration
• Student-faculty contact
• Cooperation among students
• Active learning or discovery
Concerns of Collaboration• The “Free rider” effect – the larger the group, the more free riders
take advantage; task performance should be dependent upon all group members such as reciprocal teaching
• The “Sucker Effect”- the more able team member will gradually offer less information when they are the only one contributing
• Status Differential Effects- amount of knowledge creates levels of status among group members; low status students miss out on the benefits of interaction
• “Ganging up on the Task” – the least effort solution by just going through the motions
• Fairness or Equitability
• Assessment
Collaborative Learning Practices, Ideas, and Tips
METHOD HOW IT WORKS
LEARNER BENEFIT
ASSOCIATION BENEFIT
TIPS & TRICKS
Problem-Based Learning
Small groups work on challenging real-world problems
Builds problem-solving and teaming skills
Increases the range of known solutions for different situations
Messy problems work best; use method to both challenge and create best practices
Action Learning and Evaluation
Learning by analyzing, doing, and then reflecting on what works
Focuses on current challenges; improves project management skills
Evaluating what works is key to good management and governance
Organize around emerging challenges in your field; commission teams of lead learners
Case Studies True or fictional accounts of real world challenges
Test knowledge of theories and practices
Valuable for teaching and refining a profession’s core competencies
Grab some news-making situations; especially good for judgment calls and ethics
Role Playing and Simulations
Simulated experiences to test how learners apply what they know in dynamic and complex situations
Expose fallacies and knowledge gaps in a safe environment
Powerful learning experiences with great potential to enliven live and web-based learning
Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation
Peer Teaching Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training
Roundtables and Discussion Groups
Exploration of topical issues and common challenges
Opportunity to compare experiences
Easy way to increase member engagement
Structure process with questions and desired learning outcomes
Innovation Processes
Team experiences in developing new products, services, processes, or practices
Critical and creative thinking and teaming skills
Develops organizational capacity to innovate
Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it
Cohort Learning
Teaming people for a sustained learning experience across courses and sessions
Sustained relationships with learning partners
Provides meaningful networking and long-term loyalty
Ideal for special leadership development programs
Social Media Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning
Real-time access to collective intelligence
Dynamic way to build content and add to the body of knowledge
Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions
Communities of Practice
Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves
Access to specialized, often tacit, knowledge
Effective way of engaging and growing special interest groups
Provide goals, set expectations, and encourage facilitation to improve the learning experience
Problem-Based LearningHow it Works
Learner Benefit
Association Benefit
Tips and Tricks
Small groups work on challenging real-world problems
Builds problem-solving and teaming skills
Increases the range of known solutions for different situations
Messy problems work best; use method to both challenge and create best practices
Action Learning and EvaluationHow it Works
Learner Benefit
Association Benefit
Tips and Tricks
Learning by analyzing, doing, and then reflecting on what works
Focuses on current challenges; improves project management skills
Evaluating what works is key to goodmanagement and governance
Organize around emerging challenges in your field commission teams of lead learners
Case StudiesHow it Works
Learner Benefit
Association Benefit
Tips and Tricks
True or fictional accounts of real world challenges
Test knowledge of theories and practices
Valuable for teaching and refining a profession’s core competencies
Grab some news-making situations; especially good for judgment calls and ethics
Role Play and SimulationsHow it Works Learner
BenefitAssociation Benefit
Tips and Tricks
Simulated experiences to test how learners apply what they know in dynamic and complex situations
Expose fallacies and knowledge gaps in a safe environment
Powerful learning experiences with great potential to enliven live and web-based learning
Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation
Peer TeachingHow it Works Learner
BenefitAssociation Benefit
Tips and Tricks
Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training
Innovation ProcessesHow it Works Learner Benefit Association Benefit Tips and Tricks
Team experiences in developing new products, services, processes, or practices
Critical and creative thinking and teaming skills
Develops organizational capacity to innovate
Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it
Roundtable and Discussion GroupsHow it Works Learner
BenefitAssociation Benefit
Tips and Tricks
Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training
Cohort LearningHow it Works Learner Benefit Association Benefit Tips and Tricks
Teaming people for a sustained learning experience across courses and sessions
Sustained relationships with learning partners
Provides meaningful networking and long-term loyalty
Ideal for special leadership development programs
Social MediaHow it Works Learner Benefit Association Benefit Tips and Tricks
Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning
Real-time access to collective intelligence
Dynamic way to build content and add to the body of knowledge
Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions
CommunitiesHow it Works Learner Benefit Association Benefit Tips and Tricks
Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves
Access to specialized, often tacit, knowledge
Effective way of engaging and growing special interest groups
Provide goals, set expectations, and encourage facilitation to improve the learning experience
QEP SFA 101 Freshman Seminar Project
Facilitating Experiential Learning
COG’s Ladder
ImplementationThe internet contains a plethora of ways to create collaborative
web sites. The following are just two among manyYouTube video examples.
• Collaboration Strategies http://www.youtube.com/embed/KDhvvo5FBTY
• Collaborative Classroom: Specific instructions about how to create a Google
website for your classroomhttp://www.youtube.com/embed/L7TownoAnm0
Assessment• Assessing Student Learning Outcomes through Collaborative Learning
• Assessment Schedule• Throughout the semester, you will use the assessments you determine to be necessary in your course. This might
be quizzes or tests, but it will probably be much less formal activities such as think-pair-shares or "muddiest points". (See Angelo & Cross' book on assessment if you are not sure what these are). As the instructor of your course, YOU will determine what suits your needs best.
Since the QEP is basically a research project, we do have a few standard assessments that all FLC participants will incorporate into their courses:
• 1. CAT (Critical thinking Assessment Test)• First, as a pre-test, all students in the HIP-designated freshmen course (your class!) will take the CAT. This is a
standardized test that they can complete in about an hour. This assessment will be offered during the 2nd week of the semester at several different times. Students will sign up for a specific time outside of class to complete the assessment (dates will be announced during your Development Semester). Students will take this assessment again as a post-test in their junior or senior year after they have completed their 2nd HIP-designated course.
2. Three Formative Assessment Scenarios• The other assessments are course-embedded and formative and are also identical for all HIP-designated courses.
These will be administered during the 3rd, 8th, and 12th weeks of the semester. (As you know, the more similar we can make the conditions the better in terms of comparative assessment).
The assessments are basically activities that require students to read several documents and provide a written response. Let me use the first one as an example:
Week 3 - Students will receive 3 documents (SFA's policy on academic integrity, a modified version of "A Question of Plagiarism" from the instructor CD, and a page about the SFA Way). Students will be asked to read the "Question of Plagiarism" scenario and respond to a prompt question about academic integrity. (They can use the additional information, but do not have to. You will be asked not to encourage them either way during the testing conditions - just the fact that they elect to do so is a possible indicator of HOTS.) Upon completion of the written response, you will score the written product with the HOTS rubric and submit of copy of the completed rubric with the work sample to the HIP Office, where our assessment specialist will enter the data into our system (instructor names are not logged with student output - remember, this is not about your specific teaching abilities but about student development over time). This activity would be a great way to see what students' views are on the topic before you directly teach them about it, but you are free to make curriculur scheduling decisions you deem appropriate for your own class.
• The format of the other 2 assessment activities (see topics below) are identical to this, except that the documents are different and the topics are too. The task, however, is nearly identical.
Week 8 - Alcohol Poisoning (Whose fault is it that a student dies from alcohol poisoning? Scenario provided, with additional information about alcohol poisoning, criminal responsibility, and ethical decision making).
• Week 12 - The Value of a College Education (Student is asked to provide information about his/her rationale for attending and completing college)
Higher Order of Thinking Skills