These notes are highly condensed version of Karl Smith's one day workshop on collaborative learning. While I'm primarily interested in problem based learning (PBL), the notes of informal and base groups is include for later expansion.
Collaborative or active learning is student centered but faculty driven and orchestrated. There is a need to keep fairly tight rein without being too intrusive. See Cooperative Learning Center for the real information from the Johnsons.
Students should be surveyed often. At the beginning of the academic session, a preliminary survey of interests etc is helpful in initiating groups. In homogeneous populations (such as a class with only one major) knowing other qualities helps build better groups if formal groups are to be used.
Research shows that people can give about 10-12 minutes of undivided attention at a stretch. This would dictate the following sort of schedule:
Lecture for about 10-12 minutes.
Let the "local group" (turn to your neighbor) discuss a question for 3-4 minutes.
Spend 5-6 minutes polling for answers.
The suggestion is that there be a "one minute paper" at the end of the class - maybe on a 3x5 card - on
What was the central concept today?
What did we do today that helped you learn something in the subject?
What went wrong today that impeded your learning?
It is important to have an overtly random method for choosing respondents. Karl uses a 20-sided die.
Remember, failure is good; non-intuitive results even better. But there must be a genuine mechanism for dealing with genuine intellectual disagreement that is substantive.
Who is interacting and how do they find each other?
When does the activity occur?
How long does the activity occur?
Will they write down their answers/ideas/questions. If written, do they hand in their answers? If handed in, do they give their name?
Is there time to reflect on the answer before answering or does the discussion just start?
Will the reponses be graded?
How will the shared work be shared with whole class?
How will I share the feedback and insights with the class?
If a question is posed, how willl will I ensure they leave with confidence in their understanding?
What preparation do I need for this activity? What preparation do the students need?
Ask a question, have them prepare a summary of the answer(s).
Solve a problem and share their method.
Give a reaction to a theory, concept, or information presented.
Elaborate on presented material.
Ask students to elaborate on present material from past frameworks.
Predict, explain.
Attempt to resolve conceptual conflict that the presentation aroused.
Hypothesize an answer to a posed question.
Formulate a problem for them.
Share my answer.
Listen to answer(s).
Create new answer.
Since this is the mode I use, I will concentrate on formal groups only in this context.
The data seems to be overwhelming that this be the preferred mode. Medical schools have used it for twenty years. The classic story comes out of a Harvard trial. I'm looking for that story now and will post it here.
Clearly, there is an investment in forming groups. There is a tremendous volume of literature to the psychological aspects of groups. For one knowledgeable source, see NASA-MDO group and in particular Ron Nowaczyk.
Some of the things you need to consider/worry about:
Convincing students that this is in their best interest.
Dealing with legitimate intellectual disagreement.
Dealing with personal conflicts (My experience is that they are reasonably rare, but you need to really ride herd.)
Reforming non-functional groups, including dissolving a couple of teams and forming new groups.
Forming interdisciplinary groups is difficult.
Getting going: using task oriented projects and ice-breakers. Idea: give out only one copy of the problem.
Role differentiation is needed to help focus the individual to a task.
Required reading!
Elaine Seymour and Nancy M. Hewitt. Talking about leaving : why undergraduates leave the sciences. Boulder, Colo.: Westview Press. 1997.
The thing that comes out is the sense of loneliness that science, math, and engineering (S.M.E.) students have. Be careful not to intimidate.
The best time for a student to take your course is during the time you are learning the material! Remember, the goal is for the student to internalize the material. It takes them a bit longer than you!
Be sure there are plenty of feedback mechanisms, even if you have extra grading to do. One idea is the 60 second test:
Write down your answer and your confidence in that answer
Explain your answer to your neighbor and listen to her/his explanation
Re-evaluate your confidence
Another stratagem is to have the student turn to the neighbor and then explain the neighbor's understanding.
Got a question you can't answer? Turn it back on the class as an exercise! Let them take it home as an exercise.
Remember the students need a certain sense of security. However, they must face some insecurity just in learning. One way to help them overcome this security blanket problem is to have curiosity builders:
Where do we take this subject now?
What is your intuition about the subject at this point?
What basic information do we need to proceed or to understand this concept?
Give some supporting examples.
Write a quiz question relating to this concept.
"This seems like a building process. Why won't you just tell me what I need to know?"
"This class has a steep learning curve."
"You are vague, unclear. I don't know what you want me to do."
"Where are we headed?" (This might be justified)
"Your explanations are shallow. You never tell me what I need to know for the tests."
"You don't explain. You expect me to figure it out or find it in a book."
"Your problems are unrelated to the course my roommate took."
"There is no structure to class."
"I like learning more about how things work."
"I like the group projects done this way."
"The group work is very effective. It helps me undestand some concepts from other group members."
"I like the group discussion times."
"I like the real world emphasis."
"I like the fact you make us work in groups."
"The material is challenging but rewarding."
"I like covering the material in this question-answer format."
"It is fun to hear conflicting ideas."
"I like that we deal with more than just programming, but get involved in the ideas behind it."
"I like that the class concentrates not on writing but on design and making better designs."
This is still a bug-bear and is almost the first item of resistance encountered from both students and colleagues. It is still the case that grades are individual in most settings.
One measure of student understanding is the ability of the student to put concepts in non-technical language. That is, "Explain this concept to someone who does not have your background" sort of exercise.
One suggestion made by Karl Smith was the "group test." Yes, it sends shivers down the spine until you think about it. Suppose the test is one hour. Give the individuals 40 minutes. Give the base group (see below) or the in-class group 20 minutes. Then use the formula grade=80% of individual grade + maximum{ 20% individual, 20% group}
Base groups are groups that are put together for out-of-class group activities. These are more like support groups. The obvious examples here at Clemson are the minority activities led by Laura Herrick. See the Peer and Wise programs at the Service Department Home Page. It seems that if a department is serious about education, there should be base groups at all levels: undergrad, grad, post doc, and continuing ed.
An Example in facilitating.
Book by Donald R. Woods McMaster University.
Case Studies in Science. Case studies in Science, Science Ethics, Engineering, Engineering Ethics, Medicine, Dentistry, Sociology, Public, Policy Business.
University of Colorado at Denver. This is a good bibliographic site.
This is worth taking some time: