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Small Group Collaborations Generating Neural Connections via Social Connections

Small Group Collaborations Generating Neural Connections via Social Connections. Jim Therrell, Ph.D., Director Faculty Center for Innovative Teaching (FaCIT) NFO, August 21, 2012. Engaging. . . “If [students] can’t learn the way we teach, maybe we should teach the way they learn.”

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Small Group Collaborations Generating Neural Connections via Social Connections

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  1. Small Group CollaborationsGenerating Neural ConnectionsviaSocial Connections Jim Therrell, Ph.D., Director Faculty Center for Innovative Teaching (FaCIT) NFO, August 21, 2012

  2. Engaging. . . “If [students] can’t learn the way we teach, maybe we should teach the way they learn.” -Ignacio Estrada “I always found myself unable to think as a single person.” -Kurt Lewin “The extraordinary power of interactivity is to get people thinking through doing and doing well by thinking.” -Michael Allen (Guide to e-Learning, 2003, p. 312)

  3. Integrated Course Design Learning Goals Teaching & Learning Activities Feedback & Assessment S I TU A T I O N A L F A C T O R S

  4. Increasing Engagement You control what’s… (Anxiety / Groan Zone) F L O W Meaningful Challenging Involving (Boring / Drone Zone) A b i l i t i e s & E x p e r i e n c e In accord with students’…

  5. Self-Regulated Learning (SRL) To the extent that students saw their academic tasks as more important than competing alternatives, they were more likely to stay on task (Bembenutty, 2009). When students feel competent, and to the extent that they internalize the valueof pursuing the academic goal, the more likely they are to delay gratification (Bembenutty, 2009). “Hmmm, which one?”

  6. The 2-Step to Self-Regulation • Facilitate challenging, problem-based, cooperative / collaborative learning where students construct their own work 2. Have students reflect on their work (van Grinsven & Tillema, 2006)

  7. Using evidence-based practices that . . . ... increase student engagement via small groups: 1.   Problem-Based Learning 2.   Team-Based Learning • Service-Learning • Game Simulation & Role-Play • Cooperative / collaborative learning strategies*

  8. Cooperative Methods / 9 Reasons • Compared with competitive and individualistic efforts, results in: • higher achievement • greater long-term retention of what is learned • greater time on task • more frequent use of critical thinking • more accurate and creative problem-solving • more willingness to take on difficult tasks and persist • more work toward goal accomplishment • more intrinsic motivation • transfer of learning from one situation to another (D. W. Johnson & R. Johnson, 1989)

  9. Rubric for Small Group Work • Fully Engages • Understands the “Other” First • Facilitates Harmony • Listens Effectively • Generates Fresh, Appropriate Ideas • Follows Through w/ Responsibilities • Does Quality Work Consistently (Likert Scale: Excellent, Good, Fair, Poor)

  10. Making Initial Connections • Group Mapping / Body Voting • Alpha Circle by 1st Name • Alpha Circle in Birthday Order • Whirling Bagel of Interests • Group / Partner Choosers • Use neutral data (shoes, favorite color, etc.) b. “Make 7”

  11. 6. M & M’s Most Meaningful part(s) of the reading: • Read the chapter/section/article as part of homework, identify 2-4 Most Meaningful parts, then come to class to explainWHY it was an M&M for you (or periodically make it a written exercise); • In class: “Please get into groups of 3 or 4.” • Each student identifies an M & M (and explainsWHY) and other students follow along in their texts(5-10 minutes); • Each group picks a Recorder & Reporter, then D&D: -- Debate & Determine the “best” M&M in your group and WHY, 5-10 min; • Select Reporters at random to relate to the class the end result of their D&D, including the why; • Set timer & display • Assess the quality of their reports through (a) asking other students to add or comment, (b) Socratic questions, (c) a mini-lecture, etc. • Adaptation: the “Most Muddy” point in the reading (and why!).

  12. 7. Concept Mapping • flip chart paper and markers for each group (3-4 students) • Identify the central concept (“learning”) • Guide or demonstrate with another concept showing lines & relationships

  13. Concept / Cluster Map What is your understanding? Learning Culture

  14. 8. Writing Prompts “I learned that . . . . . . . . .” “The muddiest point today was . . . . . . . .” [ after some practice, challenge them to form a well-constructed paragraph per prompt ]

  15. Skills for Success: 9. Improvisation (Yes & Thank You) • “We should / We could” • “No, Yes/But, Yes/And” • “Sound Ball” • “Last Word” • “One-Word Story” • “The Professor” • “Advance & Detail”

  16. 10. Your Questions, Ideas & Comments

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