Building Student-Centered Curricula:Building Student-Centered Curricula:
Problem-Based Learning Problem-Based Learningandand
Cooperative LearningCooperative Learning
NJCATE 4 June 2000
ChallengesChallenges in inTeaching and LearningTeaching and LearningEducation is changing -
– expectations about quality of education– community and workplace needs– technology-driven change– demographics of students
NJCATE 4 June 2000
Learning...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 LearningActive Learning
“Active learning involves students in doing things and thinking
about the things they are doing.”- Charles Bonwell
NJCATE 4 June 2000
Active Learning StrategiesActive Learning Strategies
– engage student• reading, discussion, writing
– develop student’s skills• analysis, synthesis, evaluation
– students explore• values, attitudes
NJCATE 4 June 2000
Challenges in Challenges in TechnicalTechnicalTeaching and LearningTeaching and Learning
Technical Content Knowledge
Problem-Solving
Teamwork
NJCATE 4 June 2000
Problem-Based LearningProblem-Based Learning
“PBL is any learning environment in which the problem drives the learning.
NJCATE 4 June 2000
Problem-Based LearningProblem-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 LearningProblem-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 LearningProblem-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 LearningProblem-Based Learning
Examples?
NJCATE 4 June 2000
Problem-Based LearningProblem-Based Learning
Most Commonly: homework, “thought problems”projects, lab/workshop activity
NJCATE 4 June 2000
Problem-Based LearningProblem-Based Learning
Any learning environment in which the “problem” drives the learning, motivates students
Application before TheoryDiscover need for information before
able to solve problem, learn in problem-solving mode, recall for solving problems
NJCATE 4 June 2000
Problem-Based LearningProblem-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
NJCATE 4 June 2000
Problem-Based LearningProblem-Based Learning
independent investigation + group dynamics
higher levels of comprehension, more “quality” learning,
knowledge-forming skills, social skills
NJCATE 4 June 2000
Process Skills of PBLProcess Skills of PBL
problem solving:– learning issues, division of labor
NJCATE 4 June 2000
Process Skills of PBLProcess Skills of PBL
problem solvingself assessment:
– understand own depth of knowledge– PBL attack skills– group dependence
NJCATE 4 June 2000
Process Skills of PBLProcess Skills of PBL
problem solvingself assessmentlifelong learning:
– enhanced PBL skills– self-confidence– knowledge of resources– “learning how to learn”
NJCATE 4 June 2000
Process Skills of PBLProcess Skills of PBL
problem solvingself assessmentlifelong learningchange management:
– self actualization– applications to new domains
NJCATE 4 June 2000
Process Skills of PBLProcess Skills of PBL
problem solvingself assessmentlifelong learningchange management
PBL in a Cooperative Learning Environment?
NJCATE 4 June 2000
Cooperative LearningCooperative Learning
Learner-centered process in which a small group of students work to accomplish a common goal.
NJCATE 4 June 2000
Five Elements of Coop LearningFive Elements of Coop Learning
1. Positive Interdependence2. Face-to-Face Promotive Interaction3. Individual Accountability/
Personal Responsibility4. Collaborative Skills5. Group Processing Skills
NJCATE 4 June 2000
Five Elements of Coop LearningFive 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
NJCATE 4 June 2000
Five Elements of Coop LearningFive 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
NJCATE 4 June 2000
Five Elements of Coop LearningFive 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”
NJCATE 4 June 2000
Five Elements of Coop LearningFive Elements of Coop Learning
4. Collaborative Skills - effective group functioning, “academic skills”– leadership– decision-making– trust-building– communication– conflict management
NJCATE 4 June 2000
Five Elements of Coop LearningFive 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
NJCATE 4 June 2000
Cooperative Learning GroupsCooperative 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
NJCATE 4 June 2000
Cooperative Learning GroupsCooperative Learning Groups
Informal Groups– short-term, less structured, for one
discussion or one class– focus attention on content, organize material,
process learning, summary of session1. Questions on lecture material2. Discussion on content units3. Summarize, integrate, focus on assignment
NJCATE 4 June 2000
Cooperative Learning GroupsCooperative Learning Groups Formal Groups
– structured, together until task is done– maximize learning of self and members1. Instructions and Objectives2. Given group assignment, materials, role3. Cooperative Group Structure instructions4. Instructor monitors and facilitates5. Instructor evaluates individuals and groups
NJCATE 4 June 2000
Cooperative Learning GroupsCooperative Learning Groups
Cooperative Base Groups– long-term peer support and accountability1. Assist, support, encourage learning skills
and content with feedback2. Assist, support, encourage critical thinking3. Interpersonal relationship for cooperative
leaning skills and procedures4. Structure for managing course evaluation
NJCATE 4 June 2000
Challenges to FacultyChallenges to Faculty
Facilitator -how to work with groupshow to train groups to work with each other
Guide -lead to answer without hiding it
Problems -open-ended, authentic problems
NJCATE 4 June 2000
Content “coverage”Content “coverage”
… lists of facts or grounding in concepts?
Problem as introductionMini-lectureIn-class small groupGroup projectsContinuous feedback
NJCATE 4 June 2000
Process Skills of PBL Process Skills of PBL with CLwith CLproblem solvingself assessmentlifelong learningchange management
NJCATE 4 June 2000
Process Skills of PBL with CLProcess Skills of PBL with CL
problem solvingself assessmentlifelong learningchange managementgroup/team skills
– negotiation– division of labor– interdependence
NJCATE 4 June 2000
Process Skills of PBL with CLProcess Skills of PBL with CL
problem solvingself assessmentlifelong learningchange managementgroup/team skillsinterpersonal and conflict resolution:
– communication, negotiation, – win-win, out of the box
NJCATE 4 June 2000
Old and New ParadigmsOld and New Paradigms
Faculty to studentPassive
Memorize factsIndividually Competitive
ConformityImpersonal
Classify and sortFaculty have power
Reductionist
Jointly constructedActive
RelationalCooperative
Strength in DiversityPersonal relationships
Develop students Empower student
Constructivist
NJCATE 4 June 2000
IssuesIssues
Students resist CL processInsufficiently instructed in group skills
Poorly constructed assignmentsNeed to “cover” content
ControlFree-riders, hitch-hikers
All members need to “know”
NJCATE 4 June 2000
ConclusionsConclusions
PBL and CL are highly effectiveChange in Faculty Instructional Role
– empower students = student-centeredMore and deeper learningMore positive student attitudes about
subject and self
NJCATE 4 June 2000
Questions?Questions?