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

Building Student-Centered Curricula: Problem-Based Learning and Cooperative Learning. Challenges in Teaching and Learning. Education is changing - expectations about quality of education community and workplace needs technology-driven change demographics of students. Learning.

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

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  1. Building Student-Centered Curricula: Problem-Based LearningandCooperative Learning

  2. Challenges inTeaching and Learning • Education is changing - • expectations about quality of education • community and workplace needs • technology-driven change • demographics of students NJCATE 4 June 2000

  3. 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

  4. Active Learning “Active learning involves students in doing things and thinking about the things they are doing.” - Charles Bonwell NJCATE 4 June 2000

  5. Active Learning Strategies • engage student • reading, discussion, writing • develop student’s skills • analysis, synthesis, evaluation • students explore • values, attitudes NJCATE 4 June 2000

  6. Challenges in TechnicalTeaching and Learning Technical Content Knowledge Problem-Solving Teamwork NJCATE 4 June 2000

  7. Problem-Based Learning “PBL is any learning environment in which the problem drives the learning. NJCATE 4 June 2000

  8. Problem-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

  9. Problem-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

  10. Problem-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

  11. Problem-Based Learning Examples? NJCATE 4 June 2000

  12. Problem-Based Learning • Most Commonly: homework, • “thought problems” • projects, lab/workshop activity NJCATE 4 June 2000

  13. Problem-Based Learning • Any learning environment in which the “problem” drives the learning, motivates students • Application before Theory • Discover need for information before able to solve problem, learn in problem-solving mode, recall for solving problems NJCATE 4 June 2000

  14. Problem-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

  15. Problem-Based Learning independent investigation + group dynamics higher levels of comprehension, more “quality” learning, knowledge-forming skills, social skills NJCATE 4 June 2000

  16. Process Skills of PBL • problem solving: • learning issues, division of labor NJCATE 4 June 2000

  17. Process Skills of PBL • problem solving • self assessment: • understand own depth of knowledge • PBL attack skills • group dependence NJCATE 4 June 2000

  18. Process Skills of PBL • problem solving • self assessment • lifelong learning: • enhanced PBL skills • self-confidence • knowledge of resources • “learning how to learn” NJCATE 4 June 2000

  19. Process Skills of PBL • problem solving • self assessment • lifelong learning • change management: • self actualization • applications to new domains NJCATE 4 June 2000

  20. Process Skills of PBL • problem solving • self assessment • lifelong learning • change management PBL in a Cooperative Learning Environment? NJCATE 4 June 2000

  21. Cooperative Learning Learner-centered process in which a small group of students work to accomplish a common goal. NJCATE 4 June 2000

  22. Five Elements of Coop Learning 1. Positive Interdependence 2. Face-to-Face Promotive Interaction 3. Individual Accountability/ Personal Responsibility 4. Collaborative Skills 5. Group Processing Skills NJCATE 4 June 2000

  23. Five 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

  24. Five 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

  25. Five 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

  26. Five Elements of Coop Learning 4. Collaborative Skills - effective group functioning, “academic skills” • leadership • decision-making • trust-building • communication • conflict management NJCATE 4 June 2000

  27. Five 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

  28. Cooperative 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

  29. Cooperative Learning Groups • Informal Groups • short-term, less structured, for one discussion or one class • focus attention on content, organize material, process learning, summary of session 1. Questions on lecture material 2. Discussion on content units 3. Summarize, integrate, focus on assignment NJCATE 4 June 2000

  30. Cooperative Learning Groups • Formal Groups • structured, together until task is done • maximize learning of self and members 1. Instructions and Objectives 2. Given group assignment, materials, role 3. Cooperative Group Structure instructions 4. Instructor monitors and facilitates 5. Instructor evaluates individuals and groups NJCATE 4 June 2000

  31. Cooperative Learning Groups • Cooperative Base Groups • long-term peer support and accountability 1. Assist, support, encourage learning skills and content with feedback 2. Assist, support, encourage critical thinking 3. Interpersonal relationship for cooperative leaning skills and procedures 4. Structure for managing course evaluation NJCATE 4 June 2000

  32. Challenges to Faculty Facilitator - how to work with groups how to train groups to work with each other Guide - lead to answer without hiding it Problems - open-ended, authentic problems NJCATE 4 June 2000

  33. Content “coverage” … lists of facts or grounding in concepts? Problem as introduction Mini-lecture In-class small group Group projects Continuous feedback NJCATE 4 June 2000

  34. Process Skills of PBL with CL • problem solving • self assessment • lifelong learning • change management NJCATE 4 June 2000

  35. Process Skills of PBL with CL • problem solving • self assessment • lifelong learning • change management • group/team skills • negotiation • division of labor • interdependence NJCATE 4 June 2000

  36. Process Skills of PBL with CL • problem solving • self assessment • lifelong learning • change management • group/team skills • interpersonal and conflict resolution: • communication, negotiation, • win-win, out of the box NJCATE 4 June 2000

  37. Faculty to student Passive Memorize facts Individually Competitive Conformity Impersonal Classify and sort Faculty have power Reductionist Jointly constructed Active Relational Cooperative Strength in Diversity Personal relationships Develop students Empower student Constructivist Old and New Paradigms NJCATE 4 June 2000

  38. Issues Students resist CL process Insufficiently instructed in group skills Poorly constructed assignments Need to “cover” content Control Free-riders, hitch-hikers All members need to “know” NJCATE 4 June 2000

  39. Conclusions • PBL and CL are highly effective • Change in Faculty Instructional Role • empower students = student-centered • More and deeper learning • More positive student attitudes about subject and self NJCATE 4 June 2000

  40. Questions? NJCATE 4 June 2000

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