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Active Learning. Organizing Effective Groups in Class. BA 9200 Course Overview. Teaching Philosophy. Students Abilities. Course Level and Scope. Desired Learning Levels. Write Course and Topic Objectives. Select Effective Teaching Methods. How Students

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active learning

Active Learning

Organizing Effective Groups in Class

ba 9200 course overview
BA 9200 Course Overview

Teaching

Philosophy

Students Abilities

Course Level

and Scope

Desired Learning Levels

Write Course and Topic

Objectives

Select Effective Teaching

Methods

How Students

Learn

The Lecture

Testing and Grading

Active Learning

why co operative groups
Why Co-operative Groups?

Based on several studies, the use of co-operative learning groups while teaching:

  • Helps student performance, retention of information.
  • Improves instructor evaluation scores.
  • Works for almost any class size.
planning for cooperative learning
Planning for Cooperative Learning
  • Specify Topic Objectives to Achieve.
  • Achieve Positive Interdependence
    • Need for Structured Group.
  • Maintain Individual Accountability.
    • Evaluation System for Individual Contribution.
planning for cooperative learning1
Planning for Cooperative Learning

Forming

(Groups)

  • Value line
  • MBTI or functional area
  • Cards
  • Let them pick

Norming

  • TAPPS
  • Nominal Group (NGT)
  • Brain Writing
  • Questioning
  • Concept Map
  • Compare and Contrast Table

Performing

slide7

Forming Heterogeneous Groups:

Value-Line Question Method

In the class prior to Enron company case,

teacher provides following question.

Should business decision makers use

ethical modes of reasoning in decision

making?

_____________________________________________

1100

Not Important Critical

forming heterogeneous groups
Forming Heterogeneous Groups

Use value-line question method. Base on critical case factor or focused question to achieve heterogeneity.

1 2 3 4 5 6 7 8 9 10 11 12

Agreement Disagreement

  • Or Select a Systematic
  • Sample:
  • 1 4 7 10
  • 2 5 8 11
  • 3 6 9 12

Group 1: 1,6,7,12

Group 2: 2,5,8,11

Group 3: 3,4,9,10

forming heterogeneous groups1
Forming Heterogeneous Groups
  • Use Proximity.
  • Use Random Mechanism.
  • Base on “Major.”
  • Base on MBTI etc. .
  • Base on Cultural Diversity.
planning for cooperative learning2
Planning for Cooperative Learning

Forming

(Groups)

  • Value line
  • MBTI or functional area
  • Cards
  • Let them pick

Norming

  • TAPPS
  • Nominal Group (NGT)
  • Brain Writing
  • Questioning
  • Concept Map
  • Compare and Contrast Table

Performing

need for group norming
Need for Group Norming
  • Overcome “Free Rider” Effect.
  • Overcome “Rich-Get-Richer” Effect.
    • Equalize Participation.
    • Avoid Anchoring
slide12

TAPPS

  • Uses Explainer and Listener (Polite Questioner).
    • Quiet Phase, Interaction, Teacher Closure.
    • Explainer Explains Concept or Exercise.
    • Listener Seeks Clarification, Disagrees, or Gives Hints.
  • Teacher Manages Learning Exercise.
nominal group technique
Nominal Group Technique
  • Quiet Phase (“X” Time) i.e.: 2 Minutes
    • No Intra-Group Discussion.
    • About 1/6th of Time for this Phase.
  • Round Robin (“2X” Time) 4 Minutes
    • Each Person, In Turn, Briefly Answers Question.
    • No Discussion, Except for Clarification.
    • About 1/3rd of Time for this Phase.
    • Divide Phase Time by “n” -- Number of Group Members.
nominal group technique1
Nominal Group Technique
  • Discussion (“3X” Time) 6 Minutes
    • Compare and Contrast and Reach Agreement If Possible. Minority Reports Are Acceptable.
    • About 1/2 of Time for this Phase.
  • Teacher Closure.
    • Call on Several Teams Before Commenting.
  • Teacher Manages Exercise.
    • Monitors Groups and Intervenes.
    • Controls Time on Phases (Initially).
    • Signals End of Exercise - “Quiet Signal”.
ngt with role playing
NGT with Role Playing
  • After Initial Quiet Period for Reflection, Assign Roles:
    • Leader, Reporter, Process Monitor, Recorder. Or
    • Leader, Devil’s Advocate, Reporter, Recorder
  • Rotate Throughout Semester.
brainwriting brainstorming
Brainwriting / Brainstorming
  • Each participant writes three or four ideas on paper, then puts his/her paper in middle of table. Discussion is discouraged until after session.
  • Each participant takes a different paper from "pool" in center of table and adds any number of new ideas to it. Building on the ideas already on paper is encouraged.
brainwriting
Brainwriting
  • To Provoke More New Ideas, Participants Again Swap Papers With Pool, Read the Ideas and Write Down Any New Contributions That Come to Mind.
  • Continue Until the Time Limit Is Reached.
  • Team Selects One or More Ideas to Share with Class. Team Receives Feedback from Teacher.
planning for cooperative learning3
Planning for Cooperative Learning

Forming

(Groups)

  • Value line
  • MBTI or functional area
  • Cards
  • Let them pick

Norming

  • TAPPS
  • Nominal Group (NGT)
  • Brain Writing
  • Questioning
  • Concept Map
  • Compare and Contrast Table

Performing

questioning
Questioning
  • See Writing Cognitive Objectives for Proper Verbs.
  • Call on Several Students By Name.
    • Allow Students to “Pass”
  • Comment on All Students’ Responses
building compare and contrast tables
Building Compare and Contrast Tables

Students Learn to Build Compare and Contrast Tables.

  • Must Develop Bases of Comparisons .

Bases Should:

    • Establish Similarities and Differences.
    • Address Multiple Dimensions Underlying Concepts.
  • Must then Determine Facts for Each Comparison Base.
additional readings
Additional Readings
  • Bonwell, C. and Eison, J. “Active Learning: Creating Excitement in the Classroom.” ASHE-ERIC Higher Education Report No. 1. The George Washington University. 1991
  • Brookfield, S.Developing Critical Thinkers. San Francisco, CA. Jossey-Bass. 1987.
  • Johnson, D., Johnson, R. and Smith, K. “Cooperative Learning: Increasing College Faculty Instructional Productivity.” ASHE-ERIC Higher Education Report No. 4. The George Washington University. 1991.
  • Lori A. Coakley and Kenneth J. Sousa (2013), “The effect of contemporary learning approaches on student perceptions in an introductory business course.” Journal of the Scholarship of Teaching and Learning, Vol. 13, No. 3, August 2013, pp. 1 – 22.
ba 9200 course overview1
BA 9200 Course Overview

Teaching

Philosophy

Students Abilities

Course Level

and Scope

Desired Learning Levels

Write Course and Topic

Objectives

Select Effective Teaching

Methods

How Students

Learn

The Lecture

Testing and Grading

Active Learning