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mbw03e

https://campus.fsu.edu/bin/common/msg_view.pl?pk1=2405577&sos_id_pk2=1&context=default&... - 0 views

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shared by mbw03e on 17 Jun 07 - No Cached
  • socially, politically, militarily and economically.
    • mbw03e
      mbw03e on 17 Jun 07
       
      Hi Melissa, Looks like we're paired up again to review one another's final personal theories on CL. This sounds like an interesting project for students--from your description it sounds like there are either groups of 4, for the social, political, military, and economic aspects of a particular decade, OR 4 groups, one for each? If the latter is the case, are there "roles", as in the formative/formulating/fermenting etc. types of role assignments, within each group? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      The students actually work in groups of 4 and must examine the social, political, military and economic aspects of their assigned decade. Depending on the number of students in the class, there may be more than 4 to a group, but 4 of course would be ideal. I honestly never assigned roles as I had not really examined this aspect of collaborative learning. However, I am looking at doing this in the future.
  • nonlinguistic and linguistic representation measures.   
    • mbw03e
      mbw03e on 17 Jun 07
       
      I'm curious as to what the non-linguistic measures are--you mean as in visual aids, to accompany the verbal presentation? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      This is one of Marzano's 9 essential learning strategies. He defines it as the following: According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity. Applications: * Incorporate words and images using symbols to represent relationships. * Use physical models and physical movement to represent information. A lot of times this was through visual aids.
  • retention, motivation and reasoning skills. 
    • mbw03e
      mbw03e on 17 Jun 07
       
      We have a big push for measurable outcomes at our community college, via the SACS reaccreditation board standards, mostly. How would you suggest measuring these 3 outcomes? michele w.
  • ...4 more annotations...
  • The fourth essential element requires teaching students interpersonal and group-skills.  I initially overlooked teaching this element; however, a lack of social skills was addressed as an element that could be detrimental to cooperative learning.  Cooperative learning is not an easy process.  It requires group members to “provide effective leadership, make decisions, build trust, communicate, manage conflict, and be motivated to do so,” (11) and this is something some individuals may need guidance on.  The last essential component noted is group processing. 
    • mbw03e
      mbw03e on 17 Jun 07
       
      Melissa, I overlooked this as well, I took the students' resistance as resistance to learning or thinking about how they learn, rather than resistance to social interaction. How will you address this in your classes in the fall? Maybe you can steer me in the right direction...!! michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      Michele, I'm honestly still thinking about this one and here is why... This past year (being my first year), I tended to let the students pick their own groups. Therefore, the amount of resistance I had to put up with was very little, as it was their own choices. However, I think the usage of roles can assist in this-maybe one person as a team leader, one as a conflict resolution specialist, one as a secretary/communicator-just a thought, but still one in progress because this next year, I will assign groups I believe.
  • too.
    • mbw03e
      mbw03e on 17 Jun 07
       
      missing a word here maybe.. mw
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      Thanks!
  • One instructional strategy I will consider in the future is role assignment.  As Johnson et al point out, “roles prescribe what group members can expect from each other and ,therefore, what each member is obligated to do” (34).  Roles divide up functions and can increase the efficiency and effectiveness of the group.
    • mbw03e
      mbw03e on 17 Jun 07
       
      M, That role assignment is tricky business--after completing a workshop several years back, I tried using the role cards for reader, recorder, checker of understanding, and one other I can't remember now. I paired the roles with an assignment that was probably innappropriate, and things kind of crashed. I learned. Will you have base groups as well? These are great because if you have the students for the 9 weeks or all year (I don't know) then they'll have a base to return to which helps with CL. michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      I have students for one semester. I do like the idea of base groups, as the students get to know each other and how each other work, and I don't have to wait for students to form groups. It does concern me a bit though, as high school students, and especially mine, are not as mature, responsible and overall, as hard-working as this class was. I am concerned about issues arising within groups and how to deal with that issue-for example, I had one student in my first class who honestly, the rest of the kids just didn't like, because of his attitude. Therefore, finding a group for him to work in was quite a feat each time. So is it fair for a group of students to have to work with another all semester who they don't get along with? On the role issue, I was thinking pretty basic. For example, a team leader in charge of reporting anything to me and turning everything in...a secretary in charge of notating daily tasks, logging work, conversations, etc....something along that line-again, I'm still refining a lot of this! Heck...I'm refining a lot after my first year of teaching! :)
  • The students must be fully aware of the task at hand.  Students must have a clear understanding of the assignment, its objectives and its outcomes for effective collaborative learning to take place.  Students need procedures explained to them, examples provided and any questions answered.  It is important for the instructor to “relate the concepts and information to students’ experience and learning” (41).  
    • mbw03e
      mbw03e on 17 Jun 07
       
      I think you mentioned that this was your first year of teaching (?). Based on your comments here, it sounds like you'll be able to show future students some examples of what your just past students have done to give them some of this prior understanding...? michele w.
    • melissa wilson
      melissa wilson on 17 Jun 07
       
      I have a whole file cabinet full! :)
  • melissa wilson on 17 Jun 07
     
    Michele, Thanks for the notes!
melissa wilson

Michele Wirt Theory Paper - 0 views

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shared by melissa wilson on 13 Jun 07 - No Cached
  • Supported by: Clark and Mayer, 2003 “The final examination test scores shown in Table 11.2….results showed best outcomes for learners working together and for learners who followed the structured study format.  The highest average was from the pairs that used a structured assignment.  From this study we learn that both collaboration and structure contribute to better learning.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I completely understand what you are saying and per the article, I can see how it would support your assumption. I would be curious to know whether any bias exists, such as in the study population. The study revealed that the best outcomes came from learners working together and for those who followed a structured study format, but was the entire testing population similar in ability to begin with?
    • mbw03e
      mbw03e on 16 Jun 07
       
      Good point there---I wondered something along the same lines, I guess the operative phrase here is "contribute to", rather than "ensure" or "guarantee".... The article did also state that other studies revealed dissimilar results.... mwirt
  • Learning styles that contribute to student diversity are in my view a lesser hindrance to CL than gender and personality types
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      Interesting point! I can definitely see learning styles not being too much of a hinderance, as each learner can work in areas they are best in. I can see personality as being much more of an issue, in regards to social aspects and working together. The one I'm not quite sure on is gender...can you please clarify how gender hinders CL?
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I apologize...I actually see your study noted above in the Collaborative tasks/methods section that addressed the effects of gender. Thanks!
    • mbw03e
      mbw03e on 16 Jun 07
       
      Ok-- It was also interesting to note the by-now-stereotypical reaction of females in mixed gender groups to be reluctant to perpetuate certain types of responses/conflict for fear of being perceived as "aggressive" or "dominating".... michele w.
  • “CL requires a lot of up-front planning and organizing, if the project is to be effective, and the outcomes measurable”   Supported by: Writing Quality Learning Objectives, Park University “Learning objectives (often called performance objectives or competencies) are brief, clear, specific statements of what learners will be able to perform at the conclusion of instructional activities. Learning objectives stem from course objectives; course objectives are broad statements reflecting general course goals and outcomes, while learning objectives are targeted statements about expected student performance.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I'm not quite sure how the evidence provided here supports the actual assumption about CL. The evidence appears to merely explain objectives, rather than reflect their correlation to effective CL.
    • mbw03e
      mbw03e on 16 Jun 07
       
      The integration of course objectives/goals/outcomes INTO the writing of the learning objectives to reflect expected performances requires that the instructor nearly take his or her course themselves; I tried to say that in my third column there, could use rewording, any suggestions? mwirt
  • ...3 more annotations...
  • The Constructivist and Situated Cognition theories of learning support CL in face-to-face and particularly online learning. 
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      Not quite sure how this fits in with the rest of the paragraph...is this needed?
    • mbw03e
      mbw03e on 16 Jun 07
       
      Hi Melissa! I guess I inserted that there because I didn't realize, in my original personal theory, that those particular theories supported CL, you are right it could use rewording--any suggestions? michele w.
  • Assumption Challenged/Supported by Change/NotChange
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I like the format! The paper was organized and arranged nicely!
    • mbw03e
      mbw03e on 16 Jun 07
       
      Cool, glad you think so---I wasn't sure it would fly with Dr. Jeong, but it kept me organized and my thoughts in order!! mwirt
  • Supported by: Achieving Coordination in Collaborative Problem-Solving Groups Brigid Barron Stanford University School of Education  “Although it may be true that in most conversations mutual knowledge can be assumed or “is readily established,” problem-solving conversations present special mutual knowledge problems. The ideas and terms are often new, or their relations to the eventual goal may be ambiguous (Schwartz, 1995; Schwartz&Barron, 1996). Further, what is taken to be understood may fluctuate as the current state of knowledge unfolds. Participants must keep track of what has been established and what has been revised. The relative fluidity and fragility of common ground demands ongoing attention to the ideas and partial understandings of participants.”
    • melissa wilson
      melissa wilson on 14 Jun 07
       
      I'm not sure that the coordination needed in CL relates as evidence to supporting the need of familiarizing students with simple or recognizable material upfront. Can you help me with the connection?
    • mbw03e
      mbw03e on 16 Jun 07
       
      When the students are new to a certain body of information, AND new to CL at the same time, there's a double learning curve--SO, establishing a "common ground" and a comfort zone for students is essential for learning to take place. As the evidence states, "problem solving conversations present special mutual knowledge problems"....Again, the third column tries to tell the tale, maybe needs rewording... mwirt
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