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

NJCATE 4 June 2000

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
Active Learning

“Active learning involves students

in doing things and thinking
about the things they are doing.”
- Charles Bonwell

NJCATE 4 June 2000

Active Learning Strategies

– engage student
• reading, discussion, writing
– develop student’s skills
• analysis, synthesis, evaluation
– students explore
• values, attitudes

NJCATE 4 June 2000

Challenges in Technical
Teaching and Learning
Technical Content Knowledge
Problem-Solving
Teamwork

NJCATE 4 June 2000

Problem-Based Learning
“PBL is any learning environment in
which the problem drives the
learning.

NJCATE 4 June 2000

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

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

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
Problem-Based Learning
Examples?

NJCATE 4 June 2000

Problem-Based Learning
 Most Commonly: homework,
 “thought problems”
 projects, lab/workshop activity

NJCATE 4 June 2000

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
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

Problem-Based Learning
independent investigation
+ group dynamics

higher levels of comprehension,

more “quality” learning,
knowledge-forming skills,
social skills
NJCATE 4 June 2000
Process Skills of PBL
 problem solving:
– learning issues, division of labor

NJCATE 4 June 2000

Process Skills of PBL
 problem solving
 self assessment:
– understand own depth of knowledge
– PBL attack skills
– group dependence

NJCATE 4 June 2000

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

Process Skills of PBL
 problem solving
 self assessment
 lifelong learning
 change management:
– self actualization
– applications to new domains

NJCATE 4 June 2000

Process Skills of PBL
 problem solving
 self assessment
 lifelong learning
 change management

PBL in a Cooperative Learning

Environment?

NJCATE 4 June 2000

Cooperative Learning
Learner-centered process in which a
small group of students work to
accomplish a common goal.

NJCATE 4 June 2000

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

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

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

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

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

 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
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

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

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

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

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

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

Process Skills of PBL with CL
 problem solving
 self assessment
 lifelong learning
 change management

NJCATE 4 June 2000

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

Questions?

NJCATE 4 June 2000