Incorporating Teaming and Active Cooperative Learning in Engineering Education Workshop

1. Southern Illinois University Edwardsville, October 26&27, 2001 Incorporating Teaming and/or Active Cooperative Learning into the Engineering Jim Morgan, Texas A&M jim-morgan@tamu.edu

2. Southern Illinois University Edwardsville, October 26&27, 2001 Acknowledgements We gratefully acknowledge those who have contributed resource materials to this workshop: Rich Felder , North Carolina State University Rebecca Brent , NSF - SUCCEED Coalition Karl Smith , University of Minnesota Lynn Bellamy & , Arizona State University Barry McNeil, Larry Michaelson , Johnson&Johnson , ... Karan Watson , Texas A&M University also acknowledge colleagues at Texas A&M University, those in the NSF Foundation Coalition

3. Southern Illinois University Edwardsville, October 26&27, 2001 Getting Started The Signal

4. Southern Illinois University Edwardsville, October 26&27, 2001 What is the Signal? Raise your hands to inform your neighbors. Finish your sentence. DO NOT finish your paragraph. DO NOT finish your paragraph. Turn towards the facilitator .

5. Southern Illinois University Edwardsville, October 26&27, 2001 Workshop description Participants will work in teams in an active/collaborative (or cooperative), ACL, learning environment focused on the benefits of using teams and an ACL environment in engineering classes. Topics will include experiences and results from the Foundation Coalition; techniques for incorporating ACL into a classroom; and issues surrounding the use of teams (forming teams; evaluating in-class work; evaluating out-of class work; peer assessment and evaluation; etc). Participants will learn problems as well as solutions, and will engage in the transformation of a "real" lesson plan for use by teams in an active/collaborative class.

6. Southern Illinois University Edwardsville, October 26&27, 2001 Workshop Structure Use + / s (Plus / Deltas). A + is a comment about one thing you found valuable and A is a suggestion about how to improve something.

7. Southern Illinois University Edwardsville, October 26&27, 2001 Workshop structure (continued) The Issue Bin : topics that will or may be addressed later; questions that can or should be deferred until the end of the workshop; and items that can or should be the subject for another session. Paraphrase the issue and record it on a post-it-note where it can be viewed by others.

8. Southern Illinois University Edwardsville, October 26&27, 2001 Workshop structure (continued) Code of Cooperation: EVERY EVERY member of the team is responsible for the teams progress and success. be an active listener Listen to and show respect for the contributions of other members, i.e., be an active listener . CONSTUCTIVELY CONSTUCTIVELY criticize ideas, not persons. Be succinct, avoid long anecdotes and examples. No rank in the room.

9. Southern Illinois University Edwardsville, October 26&27, 2001 Questions about the Workshop first individually write down In the next minute . . . specifically what do you want to know about teaming in a A ctive C ooperative L earning class? Share your list with the person sitting next to you Now as a team , assemble on flip chart, and prioritize your list . . .

10. Southern Illinois University Edwardsville, October 26&27, 2001 Selected Workshop Topics 1. . 2. .. 3. 4. . . . 5. . . .

11. Southern Illinois University Edwardsville, October 26&27, 2001 Exercise AS A TEAM any member of the team should be prepared to present your findings. AS A TEAM , spend 4 minutes discussing the following task. At the end 4 minutes, any member of the team should be prepared to present your findings. Talk about the various courses in your discipline and develop a list of 5 topics that everyone on the team would have some minimal comfort level talking about in greater detail.

12. Southern Illinois University Edwardsville, October 26&27, 2001 Exercise (continued) AS A TEAM AS A TEAM , you have 10 minutes to complete the task described below. Your results should be written on a single sheet of paper. Develop a lesson (both in content and presentation) on your selected topic. Provide sufficient detail so that someone, not on your team, could teach the lesson without you being present. Assume you will use a typical lecture-style format.

13. Southern Illinois University Edwardsville, October 26&27, 2001 ACL Problems Individually, list 5 problems you might have as a faculty member using ACL in class Share your list with the person sitting next to you Suggest a strategy for each problem

14. Southern Illinois University Edwardsville, October 26&27, 2001 #1: using team activities to facilitate cooperative learning

15. Southern Illinois University Edwardsville, October 26&27, 2001 Why Active/Collaborative?

16. Southern Illinois University Edwardsville, October 26&27, 2001 Why does it work? Cone of learning Attention span And many more

17. Southern Illinois University Edwardsville, October 26&27, 2001 Cooperative Learning Strategies Think Pair Share Think Aloud Paired Problem Solving JigSaw Enhanced Lecture And many more

18. Southern Illinois University Edwardsville, October 26&27, 2001 AC(orC)Learning Resources http://www.clcrc.com/ http://www.active-learning-site.com http://www2.ncsu.edu/ . . . unity/lockers/users/f/felder/. . . public/RMF.html http://foundation-coalition.tamu.edu/ http://www.psu.edu/celt/clbib.html http://www.wcer.wisc.edu/nise/cl1/

19. Southern Illinois University Edwardsville, October 26&27, 2001 Definitions Active Learning Active Learning - students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. Cooperative Learning Cooperative Learning - students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability .

20. Southern Illinois University Edwardsville, October 26&27, 2001 To be active or to be cooperative (or should it be collaborative)?

21. Southern Illinois University Edwardsville, October 26&27, 2001 Is / Is Not Teacher asks questions during class. Is or is not ACL ? Students form pairs to solve problems: one problem-solver, one listener. Is or is not ACL ? AS A TEAM IS IS NOT AS A TEAM , vote on the following answers as IS or IS NOT ACL...

22. Southern Illinois University Edwardsville, October 26&27, 2001 Is / Is Not (continued) Teacher asks the students to present solutions to problems on the board. Is or is not ACL ? Students work in teams during recitations. Is or is not ACL ? While working in groups, each student is asked to individually prepare. Is or is not ACL ?

23. Southern Illinois University Edwardsville, October 26&27, 2001 It Depends!!!!!

24. Southern Illinois University Edwardsville, October 26&27, 2001 P P ositive Interdependence I I ndividual Accountability G G roup Processing S S ocial Skills F F ace-To-Face Interaction How do I know if it is ACL?

25. Southern Illinois University Edwardsville, October 26&27, 2001 ACL Elements Positive Interdependence - Team members must rely on each other to accomplish goals. Individual Accountability - Members are held accountable for doing their share of the work, as well as mastering all material.

26. Southern Illinois University Edwardsville, October 26&27, 2001 ACL Elements (continued) Group Processing - Teams periodically reflect on what they do well as a team, what they could improve, and what they might need to do differently. Face-to-Face Interaction - Some or all work should be done by members working together.

27. Southern Illinois University Edwardsville, October 26&27, 2001 ACL Elements (continued) Social Skills - Team members practice and receive instruction in leadership, decision- making, communication, and conflict management.

28. Southern Illinois University Edwardsville, October 26&27, 2001 ACL Problems Individually, list 5 problems your students might have in an ACL class Share your list with the person sitting next to you Suggest a strategy for the top 3 problem s

29. Southern Illinois University Edwardsville, October 26&27, 2001 Exercise AS A TEAM AS A TEAM , use 20 minutes to: Any member of the team should be prepared to present. Redo your lesson plan to include all elements of the active/cooperative learning environment. Clearly indicate on your lesson plan the elements your are including. Any member of the team should be prepared to present.

30. Southern Illinois University Edwardsville, October 26&27, 2001 Classroom Management Use of + / and issue bin ; Use check for understanding; How you order the team to do reporting; Move around in the classroom; Handing out assignments; Collecting assignments; How you give instructions;

31. Southern Illinois University Edwardsville, October 26&27, 2001 Classroom Management (continued) Make students ask their team members for help before you answer questions; Sponge activities; Getting control of the class; Provide learning objectives; Using other teams to help slower teams;

32. Southern Illinois University Edwardsville, October 26&27, 2001 Classroom Management (continued) Time management: Understand what your purpose of the exercise is: Do nothing and explain what your purpose was Give additional time; Complete as out-of-class work; Use teams that have made more progress; and Use sponge activities .

33. Southern Illinois University Edwardsville, October 26&27, 2001

34. Southern Illinois University Edwardsville, October 26&27, 2001 Exercise Readiness Assessment Test A.K.A. RAT AS A TEAM AS A TEAM , take 5 minutes to provide a written to answer the following questions: What are the 5 elements of Active/Cooperative Learning? Provide a 1 sentence description for each element. Closed Book / Closed Notes

35. Southern Illinois University Edwardsville, October 26&27, 2001 Exercise (continued) Readiness Assessment Test A.K.A. RAT INDIVIDUALLY INDIVIDUALLY , take 5 minutes to provide a written to answer the following questions: What are the 5 elements of Active/Cooperative Learning? Provide a 1 sentence description for each element. Closed Book / Closed Notes

36. Southern Illinois University Edwardsville, October 26&27, 2001 If this was YOUR class Lets assume that the quiz is worth a total 20 points: You might count the team component as 25% (5 points). The remaining points would then be used to score the individual component. What other options do you have with regard to implementation?

37. Southern Illinois University Edwardsville, October 26&27, 2001 RAT Options There are probably countless variations on the same concept. The idea is to try to keep the students from 2nd guessing you and being held less accountable: Just give an individual RAT. Give an individual RAT followed by a team RAT and only use the team grade. Give a team RAT followed by an individual RAT and randomly select one students work to count as the team grade. What else can you do?

38. Southern Illinois University Edwardsville, October 26&27, 2001 Team Problems Individually, list 5 problems you might have as a faculty member using teams Share your list with the person sitting next to you Suggest a strategy for each problem

39. Southern Illinois University Edwardsville, October 26&27, 2001 P P ositive Interdependence I I ndividual Accountability G G roup Processing S S ocial Skills F F ace-To-Face Interaction Why Teams (part 1)? Teaming

40. Southern Illinois University Edwardsville, October 26&27, 2001 Why Teams (continued)? Industry wants: teamwork skills communication skills negotiation skills conflict resolution skills Provides support system for student s & more, better reasons More Learning Styles can be reached,& Higher levels of learning are possible and Fewer papers to grade

41. Southern Illinois University Edwardsville, October 26&27, 2001 Using TEAMS Start most classes with a R eadiness A ssessment T est Some to individuals, then teams Some to teams, then individuals Sometimes give the lowest individual score to all members of the team

42. Southern Illinois University Edwardsville, October 26&27, 2001 Using TEAMS Start some examples with ThinkPairShare on possible approaches to solving a problem After a report out and discussion Sometimes complete as second exercise . . . Sometimes leave solution for homework . . .

43. Southern Illinois University Edwardsville, October 26&27, 2001 Using TEAMS Start some classes with an exercise first individually write down if I only answer one question . . . specifically what dont you understand Now as a team , assemble and prioritize your list . . .

44. Southern Illinois University Edwardsville, October 26&27, 2001 Using TEAMS Start some classes with an exercise first individually write down if I only answer one question . . . specifically what dont you understand Now as a team , assemble and prioritize your list . . . YOU WILL BE SURPRISED !!!!

45. Southern Illinois University Edwardsville, October 26&27, 2001 Using TEAMS Start some classes with an exercise first individually write down if I only answer one question . . . specifically what dont you understand Now as a team , assemble and prioritize your list . . . THEY WILL BE SURPRISED !!!!

46. Southern Illinois University Edwardsville, October 26&27, 2001 Team Problems Individually, list 5 problems your students might have in teams Share your list with the person sitting next to you Suggest a strategy for the top 3 problem s

47. Southern Illinois University Edwardsville, October 26&27, 2001 Ten Common Team Problems 1. Floundering 2. Overbearing participants 3. Dominating participants 4. Reluctant participants 5. Unquestioned acceptance of opinions as facts 6. Rush to accomplishment 7. Attribution 8. Discounts and "plops" 9. Wanderlust: digression and tangents 10. Feuding members From Scholtes, Peter R., The Team Handbook, Joiner Associates (1988)

48. Southern Illinois University Edwardsville, October 26&27, 2001 Common Team Problems (Students Perspective) One of my teammates never comes to class. One of my teammates never participants No one comes to our meeting prepared to work One of my team members is very rude Most of my teammates just want to rush to accomplishment.

49. Southern Illinois University Edwardsville, October 26&27, 2001 Solutions Forming Teams Team Training roles , stages , tools clearly establishes expectations Code of Cooperation clearly establishes expectations Peer Evaluation provides motivation

50. Southern Illinois University Edwardsville, October 26&27, 2001 Effective Teamwork The use of roles The development of a Code of Cooperation The use of agendas for planning meetings The use of minutes to keep a record of assigned action items The use of a process check for continuous improvement The use of the check for understanding to make sure everybody is on the same page

51. Southern Illinois University Edwardsville, October 26&27, 2001 Effective Teamwork The use of contact before work to provide time for non task related discussions The use of the issue bin to provide time for discussion of items not in the agenda The definition of decision-making processes to be included in the agenda Development of effective listening skills Ability to give and take effective constructive feedback to team members

52. Southern Illinois University Edwardsville, October 26&27, 2001 Team Roles List three roles teams must include to be successful

53. Southern Illinois University Edwardsville, October 26&27, 2001 Team Roles KEY TEAM ROLES INCLUDE: Meeting Coordinator, Recorder, Timekeeper, Encourager/ gatekeeper, Devils Advocate. Roles should rotate among team members.

54. Southern Illinois University Edwardsville, October 26&27, 2001 Important Roles Meeting Coordinator Meeting Coordinator - coordinates and prepares for meetings and ensures all necessary resources are available for the meetings. Recorder Recorder - responsible for doing the writing during team exercises and provides copies of said material. Time Keeper Time Keeper - responsible for keeping track of time, as well as keep the team moving so that they finish the task at hand.

55. Southern Illinois University Edwardsville, October 26&27, 2001 Important Roles (CONTINUED) Encourager/ Gatekeeper Encourager/ Gatekeeper - encourages all the other team members to actively participate and holds back the verbose, dominate members. Also reminds the team when they are getting off task. Devils Advocate Devils Advocate - takes a position opposite to that held by the team to ensure that all sides of an issue are considered. This responsibility should be undertaken by all team members.

56. Southern Illinois University Edwardsville, October 26&27, 2001 Some Rules About Roles Initially: Rotate the roles on a regular basis until everybody has held a different position; Hold the students accountable for knowing and using their assigned roles; Design tasks that require students to make use of their roles; and Have students do process checks to evaluate their role effectiveness.

57. Southern Illinois University Edwardsville, October 26&27, 2001 Rules About Roles Rotate all roles until everybody has played each role At this time decide if the Meeting Coordinator role could be effectively rotated All other roles should be rotated

58. Southern Illinois University Edwardsville, October 26&27, 2001 Facilitator-Teacher Focuses on the team's process; Evaluates process performance; Continually develops personal skills in facilitating and group processes; Learns a variety of techniques to control digressive, difficult, or dominating participants, to encourage reluctant participants, and to resolve conflict among participants; and Learns when and how to employ these interventions and how to teach such skills to team members.

59. Southern Illinois University Edwardsville, October 26&27, 2001 Team Facilitation Bring code of cooperation. Individually write your goals for the class. Individually + / your actions towards achieving these goals. Plus/delta yourself and your team members on the code of cooperation. Set individual actions for the future. fc

60. Southern Illinois University Edwardsville, October 26&27, 2001 It sets a norm for acceptable behavior for each team member and represents how the team members will interact with one another; It should be developed, adopted, improved and/or modified by all team members on a continuous basis; It should be easily accessible to team members. Code of Cooperation The agreed upon rules governing the behavior of team members, as well as any appropriate rewards and sanctions. The agreed upon rules governing the behavior of team members, as well as any appropriate rewards and sanctions.

61. Southern Illinois University Edwardsville, October 26&27, 2001 Code of Cooperation Individually list 3 things that MUST be on your team code of cooperation Now share lists with the person sitting next to you Add at least 1 item to your combined list

62. Southern Illinois University Edwardsville, October 26&27, 2001 Ten Commandments* An Effective Code of Cooperation 1. Help each other be right, not wrong. 2. Look for ways to make new ideas work,not for reasons they wont. 3. If in doubt, check it out! Dont make negative assumptions about each other. 4. Help each other win, and take pride in each others victories. 5. Speak positively about each other and about your organization at every opportunity. 6. Maintain a positive mental attitude no matter what the circumstances 7. Act with initiative and courage, as if it all depends on you. 8. Do everything with enthusiasm; its contagious. 9. Whatever you want; give it away. 10. Dont lose faith. 11. Have fun! * Ford Motor Company

63. Southern Illinois University Edwardsville, October 26&27, 2001 Come to class having read assignment. Be on time for class and team meetings. Contribute to team efforts on quizzes and classes. Ask questions of our team and profs to increase understanding of material. Help teammates understand material being covered. . Avoid procrastination . fc Code of Cooperation Example from a Student Team

64. Southern Illinois University Edwardsville, October 26&27, 2001 Evaluating TEAMS Tell them early announce format 1st day Give them practice before it counts Include feedback Include peer evaluation

65. Southern Illinois University Edwardsville, October 26&27, 2001 Evaluating TEAMS Peer evaluation is only part I count peer as a multiplier i.e., each student receive between 70% and 110% of there team grade depending on peer evaluation); team average remains unchanged Some use Bonus Points e.g., each student can give up to n points to anyone [on team or in class]; cannot keep any; no one can receive > ?

66. Southern Illinois University Edwardsville, October 26&27, 2001 Evaluating TEAMS Format is not important Peer Evaluation is

67. Southern Illinois University Edwardsville, October 26&27, 2001 Evaluating TEAMS Format is not important Peer Evaluation is Essential fc

68. Southern Illinois University Edwardsville, October 26&27, 2001 Five stages of Team Development FORMING (orientation) - Tentative interactions; polite discourse; concern over ambiguity; and self-discourse. STORMING (conflict) - Criticism of ideas; poor attendance; hostility; polarization; and coalition forming.

69. Southern Illinois University Edwardsville, October 26&27, 2001 Five stages of Team Development (continued) NORMING (cohesion) - Agreement on procedures; reduction in role ambiguity; revise Code of Cooperation based upon current experiences; and increased "we-feeling. PERFORMING (performance) - Decision making; problem solving; mutual cooperation; high task orientation; and emphasis is placed upon performance and production. ADJOURNING(dissolution) fc

70. Southern Illinois University Edwardsville, October 26&27, 2001 Forming TEAMS NOT student formed better if not random not hard to (re) form heterogeneous DIVERSE

71. Southern Illinois University Edwardsville, October 26&27, 2001 Forming TEAMS Data is available admissions data 1st semester data High school data 1st day student survey observant assistants

72. Southern Illinois University Edwardsville, October 26&27, 2001 Forming TEAMS Learning Styles LifeStyles Behavioral Profiles Personality Profiles etc, etc, and so forth

73. Southern Illinois University Edwardsville, October 26&27, 2001 Forming TEAMS Rank order by whatever GPA, Math/Science Completed size of high school rank in high school class AP credit [or # of math/science courses] SAT . . . [or whatever you correlate to success]

74. Southern Illinois University Edwardsville, October 26&27, 2001 Forming TEAMS Combine from one from each quarter [or from two lists] Pair women & minorities Minor adjustments if team score is too high or too low fc

75. Southern Illinois University Edwardsville, October 26&27, 2001 Process Check Use + / s (Plus / Deltas). A + is a comment about one thing you found valuable and A is a suggestion about how to improve something. fc

76. Southern Illinois University Edwardsville, October 26&27, 2001 Issue Bin The Issue Bin : topics that will or may be addressed later; questions that can or should be deferred until the end of the workshop; and items that can or should be the subject for another session. Paraphrase the issue and record it on a post-it-note where it can be viewed by others. fc

77. Southern Illinois University Edwardsville, October 26&27, 2001 Solutions Team Training roles , stages , tools clearly establishes expectations Code of Cooperation clearly establishes expectations Peer Evaluation provides motivation

78. Southern Illinois University Edwardsville, October 26&27, 2001 Resources Teams http://www1.eas.asu.edu/~asufc/teaminginfo/teams.html http://www.inov8.psu.edu/teams/cover.htm Learning Styles http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html http://www.active-learning-site.com/vark.htm http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lernstyl.htm Personality (or Character or Temperament) Profiles http://www.keirsey.com/ Behavioral Profiles [DiSC (Dominance influence Steadiness Conscientiousness), LifeStyles, etc]

79. Southern Illinois University Edwardsville, October 26&27, 2001 Resources How People Learn: Brain, Mind, Experience, and School, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, Editors; Committee on Developments in the Science of Learning, National Research Council, National Academy of Sciences, 1999 http://bob.nap.edu/html/howpeople1/index.html Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, Richard R. Hake, Indiana University, http://carini.physics.indiana.edu/SDI/ajpv3i.pdf these and other Resources for Innovative Teaching http://coalition.tamu.edu/eapo/classinvo8.html

80. Southern Illinois University Edwardsville, October 26&27, 2001 GRADING TEAMWORK See also: http://www.inov8.psu.edu/teams/eval.htm D.B. Kaufman, R.M. Felder, and H. Fuller, "Accounting for Individual Effort in Cooperative Learning Teams." Journal of Engineering Education, 89 (2), 133-140 (2000).

81. Southern Illinois University Edwardsville, October 26&27, 2001 For More Information Jim-morgan@tamu.edu Froyd@ee.tamu.edu http://www.foundationcoalition.org