Research based active and cooperative learning strategies to engage diverse learners
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Research-Based Active and Cooperative Learning Strategies to Engage Diverse Learners. Kimberly Koledoye Houston Community College NW [email protected] 18% of the students who dropped out said that it was hard to pay attention in class.

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Research based active and cooperative learning strategies to engage diverse learners

Research-Based Active and Cooperative Learning Strategies to Engage Diverse Learners

Kimberly Koledoye

Houston Community College NW

[email protected]


( EngageThevenot, 2010)


18% of the students Engage

who dropped

out said that it was

hard to pay attention

in class

(Bill and Melinda Gates Foundation 2009)


7 principles for good practice in undergraduate education
7 Principles for Good Practice in Undergraduate Education Engage

1. Good practice encourages contact between students and faculty

2. Good practice develops reciprocity and cooperation among students

3. Good practice encourages active learning

4. Good practice gives prompt feedback

5. Good practice emphasizes time on task

6. Good practice communicates high expectations

7. Good practice respects diverse talents and ways of learning


According to Knowles (1990), adult learning is "a process of active inquiry, not passive reception."


Colleges in which instructors use high percentages of classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

(Community College Survey of Student Engagement 2009)


Strategies
Strategies classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Grouping

  • Cooperative Learning Strategies

  • Classroom Assessment Techniques

  • Electronic Games


Grouping strategies

Grouping Strategies classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.


Grouping strategies1
Grouping Strategies classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Last 4 digits of your phone number

  • Find a birthday closest to yours

  • Find your match cards

  • Arrange a line by day of birth

  • Find someone wearing the same color

  • Arrange a line by height

  • Find someone who’s name is closest to yours in the alphabet


Cooperative learning strategies

Cooperative Learning Strategies classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.


Find someone who
Find Someone Who classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Students work individually on an assignment with the option of skipping questions they do not know.

  • Allow students to roam around the room to find the answers to their questions.

  • Students are only allowed to tell and explain the answer, no copying!


Four corner opinion
Four Corner Opinion classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Place signs in corners of the room (a,b,c,d, or true/false)

  • Using multiple choice or true/false questions, ask students to respond by standing next to the answer that corresponds to their choice.

  • Choose a student to explain why they chose that answer.


Quiz quiz trade 2
Quiz, Quiz, Trade (2) classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Stand Up, Hand Up, Pair Up

  • Partner A quizzes

  • Partner B answers

  • Partner A coaches or praises (tip, tip, tell, re-ask)

  • Switch roles

  • Trade cards

  • Repeat


Stop and explain
Stop and Explain classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • While lecturing, stop and allow the students to explain what they have learned to one or two other students.

  • Continue lecturing.

  • Repeat.


Team pair solo
Team, Pair, Solo classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

Students do problems first as a team, then with a partner, and finally on their own.


Partners 4
Partners (4) classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.


Paper pass 2s or 4s
Paper Pass (2s or 4s) classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Students are each given a paper to complete.

  • Students complete the first answer and then pass their paper to their partner.

  • They continue back and forth until finished.

  • They look over their paper, discuss any answers they did not agree upon, and try to come to consensus.

  • Wait for instructor input.


Cut it apart
Cut it Apart classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Each student is assigned a section to read.

  • After reading, the student will explain the section to their teammate(s).

  • Each person will explain while the others take notes.

  • The instructor will ask students to explain the concepts and fill in gaps.


Cut it apart ii
Cut it Apart II classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Take an assignment and cut each question or section into strips.

  • Give each team member a strip.

  • The students will respond to the strips.

  • Once they finish answering they pass the strip and until everyone has seen each strip.

  • Students discuss results and wait for answers.


Gallery walk
Gallery Walk classroom time for lecturing have lower benchmark scores than those in which instructors spend high percentages of classroom time on in-class writing or small group activities.

  • Questions, terms, information, etc. are placed around the room.

  • Students take a note pad and visit each item.

  • After everyone has visited the items, they can discuss their findings with a neighbor.


Cooperative learning strategies do not require you to create a new lesson, simply apply the strategies to what you already do!


Classroom assessment techniques

Classroom Assessment Techniques a new lesson, simply apply the strategies to what you already do!


  • Speed Date Review a new lesson, simply apply the strategies to what you already do!

  • Muddiest Point

  • Chain Notes

  • Application Article

  • Concept Paper

  • How much do I know?


Electronic support games

Electronic Support & Games a new lesson, simply apply the strategies to what you already do!


Skill based websites
Skill Based Websites a new lesson, simply apply the strategies to what you already do!

HCCS PREP

http://tlr.hccs.edu/gcpass/prep_home.htm

Wisc Online Learning Objects

http://www.wisc-online.com/ListObjects.aspx

Quia.com Shared Resources

http://www.quia.com/shared/english/

Free Rice Vocabulary Builder

http://freerice.com


Games
Games a new lesson, simply apply the strategies to what you already do!

  • Are You Smarter Than a Fifth Grader?

  • Who Wants to be a Millionaire?

  • Password

  • Jeopardy

  • Team Review Game


References
References a new lesson, simply apply the strategies to what you already do!

Bill and Melinda Gates Foundation. (2009). With Their Whole Lives Ahead of Them: Myths and Realities About Why So Many Students Fail to Finish College. Retrieved at http://www.publicagenda.org/TheirWholeLivesAheadofThem

Bowler, Mike. (2009, August 19), Dropouts Loom Large for Schools. U.S. News and World Reports. Retrieved from http://www.usnews.com/articles/education/best-colleges/2009/08/19/dropouts-loom-large-for-schools.html?PageNr=2

Brookfield, Stephen. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.

Chickering, A. W. and Gamson, Z. F. (1991). Applying Seven Principles for Good Practice in Undergraduate Education. San Francisco: Jossey-Bass Inc.

Complete College America. (2012). Remediation: Higher educations bridge to nowhere. Retreived from http://www.completecollege.org/docs/CCA-Remediation-final.pdf


Dean, Gary J. (1994). a new lesson, simply apply the strategies to what you already do!Designing instruction for adult learners. Malabar, FL: Krieger Publishing Company.

Johnson, David W., Johnson, Roger T., & Smith Karl A. (1991). Cooperative learning: increasing college faculty instructional productivity. ASHE-ERIC Higher Education

Johnson, D. & Johnson, R. (2001). Cooperative Learning. Retrieved from http://www.clcrc.com/pages/cl.html

Kagan, Spencer. (1999). Cooperative Learning. Sam Clemente, CA: Kagan

Knowles, Malcolm S. (1990). The adult learner: a neglected species. Houston, TX: Gulf Publications Company. Retrieved from www.higheredinfo.org/dbrowser/index.php?level

Thevenot, Brian. (2010, February 2). A Matter of Degrees. Texas Tribune. Retrieved from

http://www.texastribune.org/stories/2010/feb/02/graduation-rarity-community-colleges/


Resources
Resources a new lesson, simply apply the strategies to what you already do!

500 Tips for Trainers by Phil Race and Brenda Smith

A Guide to Planning & Implementing Instruction for Adults: A Theme-Based Approach (Jossey Bass Higher and Adult Education Series) by Dirkx and Suzanne M. Prenger

Classroom Assessment Techniques: A Handbook for College Teachers by Thomas Angelo and Patricia Cross

Cooperative Learning for Higher Education Faculty (American Council on Education/Oryx Press Series on Higher Education) by Barbara J. Millis and Philip G., Jr. Cottell


Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy (New Pedagogies and Practices for Teaching in Higher Education) by Barbara Millis and James Rhem

Cooperative Learning: Integrating Theory and Practice by Robyn M. Gillies

Interactive Learning in the Higher Education Classroom: Cooperative, Collaborative, and Active

Learning Strategies (The N) by Harvey Charles Foyle

Kagan Cooperative Learning by Spencer Kagan


Learning in Adulthood: A Comprehensive Guide ( Disciplines, Across the Academy (New Pedagogies and Practices for Teaching in Higher Education) by Barbara Millis and James Jossey-Bass Higher & Adult Education) by Sharan B. Merriam, Rosemary S. Caffarella, and Lisa M. Baumgartner

Motivation & Learning: A Teacher's Guide to Building Excitement for Learning & Igniting the

Drive for Quality by Spence Rogers

Teacher's Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles, and Frequently Asked Questions by Dr. George M. Jacobs, Michael P. Power, and Wan Inn Loh

Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education by Jack Mezirow and Edward W. Taylor


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