Building Student-Centered Curricula: Problem-Based Learning and Cooperative Learning

Building Student-Centered Curricula:Building Student-Centered Curricula:

Problem-Based Learning Problem-Based Learningandand

Cooperative LearningCooperative Learning

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ChallengesChallenges in inTeaching and LearningTeaching and LearningEducation is changing -

– expectations about quality of education– community and workplace needs– technology-driven change– demographics of students

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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

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Active LearningActive Learning

“Active learning involves students in doing things and thinking

about the things they are doing.”- Charles Bonwell

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Active Learning StrategiesActive Learning Strategies

– engage student• reading, discussion, writing

– develop student’s skills• analysis, synthesis, evaluation

– students explore• values, attitudes

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Challenges in Challenges in TechnicalTechnicalTeaching and LearningTeaching and Learning

Technical Content Knowledge

Problem-Solving

Teamwork

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Problem-Based LearningProblem-Based Learning

“PBL is any learning environment in which the problem drives the learning.

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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.

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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

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Problem-Based LearningProblem-Based Learning

Examples?

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Problem-Based LearningProblem-Based Learning

Most Commonly: homework, “thought problems”projects, lab/workshop activity

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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

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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

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Problem-Based LearningProblem-Based Learning

independent investigation + group dynamics

higher levels of comprehension, more “quality” learning,

knowledge-forming skills, social skills

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Process Skills of PBLProcess Skills of PBL

problem solving:– learning issues, division of labor

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Process Skills of PBLProcess Skills of PBL

problem solvingself assessment:

– understand own depth of knowledge– PBL attack skills– group dependence

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Process Skills of PBLProcess Skills of PBL

problem solvingself assessmentlifelong learning:

– enhanced PBL skills– self-confidence– knowledge of resources– “learning how to learn”

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Process Skills of PBLProcess Skills of PBL

problem solvingself assessmentlifelong learningchange management:

– self actualization– applications to new domains

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Process Skills of PBLProcess Skills of PBL

problem solvingself assessmentlifelong learningchange management

PBL in a Cooperative Learning Environment?

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Cooperative LearningCooperative Learning

Learner-centered process in which a small group of students work to accomplish a common goal.

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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

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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

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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

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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”

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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

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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

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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

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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

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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

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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

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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

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Content “coverage”Content “coverage”

… lists of facts or grounding in concepts?

Problem as introductionMini-lectureIn-class small groupGroup projectsContinuous feedback

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Process Skills of PBL Process Skills of PBL with CLwith CLproblem solvingself assessmentlifelong learningchange management

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Process Skills of PBL with CLProcess Skills of PBL with CL

problem solvingself assessmentlifelong learningchange managementgroup/team skills

– negotiation– division of labor– interdependence

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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

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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

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IssuesIssues

Students resist CL processInsufficiently instructed in group skills

Poorly constructed assignmentsNeed to “cover” content

ControlFree-riders, hitch-hikers

All members need to “know”

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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

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Questions?Questions?