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Cooperative Group Learning:
Critical Thinking in the Large Lecture Class
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Rique Campa
Associate Dean of the Graduate School
Professor of Wildlife Ecology
Michigan State University
Welcome to our CIRTLCast series on fostering critical thinking in STEM classrooms
Katy Meyers Emery
PhD Candidate
Michigan State University
Cooperative Group Learning: Critical Thinking in Large Lecture
ClassesKaty Meyers Emery
Department of Archaeology
Rique Campa Graduate School and Department of Fisheries
and Wildlife
Michigan State University
Goals
What is cooperative learning, why use it?
Describe how to create a classroom atmosphere that supports learning through working together – principles of cooperative learning & archaeology example
Learn strategies to avoid the potential pitfalls of cooperative learning
Cooperative Learning in STEM Education
-What is it?
-Why do it?
EXPERIENCES WITH COOPERATIVE LEARNING
AS A STUDENT OR AN INSTRUCTOR?
Does your cooperative learning activity demonstrate the principles of
cooperative learning?
Cooperative Learning Principles
• positive interdependence “sink or swim”
Johnson, Johnson, Smith. 2006. Active learning: Cooperation in the college classroom
Edina, MN. Interaction Book Company.
Does your cooperative learning activity demonstrate the principles of
cooperative learning?
Cooperative Learning Principles
• positive interdependence “sink or swim”
• individual and group accountability
Johnson, Johnson, Smith. 2006. Active learning: Cooperation in the college classroom
Edina, MN. Interaction Book Company.
Does your cooperative learning activity demonstrate the principles of
cooperative learning?
Cooperative Learning Principles
• positive interdependence “sink or swim”
• individual and group accountability
• face-2-face interactions
Johnson, Johnson, Smith. 2006. Active learning: Cooperation in the college classroom
Edina, MN. Interaction Book Company.
Does your cooperative learning activity demonstrate the principles of
cooperative learning?
Cooperative Learning Principles
• positive interdependence “sink or swim”
• individual and group accountability
• face-2-face interactions
• teamwork skills
Johnson, Johnson, Smith. 2006. Active learning: Cooperation in the college classroom
Edina, MN. Interaction Book Company.
Does your cooperative learning activity demonstrate the principles of
cooperative learning?
Cooperative Learning Principles
• positive interdependence “sink or swim”
• individual and group accountability
• face-2-face interactions
• teamwork skills
• group processing and facilitation
Johnson, Johnson, Smith. 2006. Active learning: Cooperation in the college classroom
Edina, MN. Interaction Book Company.
Using Lectures and Cooperative Learning…?
What are their weaknesses?
-Students are observing, listening, passive participants
-Students may not understand the context of the information
-Students may not be applying or using the information (practicing)
“Why do we need to know this?”
Using Lectures and Cooperative Learning…?
What are their weaknesses?
-Students are observing, listening, passive participants
-Students may not understand the context of the information
-Students may not be applying or using the information (practicing)
“Why do we need to know this?”
Ideally, we want:
-Activity-engagement
-Reflection-material in relevant context, has meaning
-Collaboration-peer-learning
-Passion-raise student interest
e.g., Cooperative Learning-Informal Groups,
Large Classes
Reflect on the class:
What were the most important points
for you?
What questions do you have or what was
the muddiest point?
Discuss with a partner:
Points that were useful, meaningful, interesting”
What questions do you have?”
Interpret/critique a model or a data set
e.g., Cooperative Learning-Informal Groups,
Large Classes
Reflect on the class:
What were the most important points
for you?
What questions do you have or what was
the muddiest point?
Discuss with a partner:
Points that were useful, meaningful, interesting”
What questions do you have?”
Interpret/critique a model or a data set
What will you do with these data?!
QUESTIONS?
Cooperative Learning
ANP 203: Introduction to Archaeology
• Large lecture class with diverse group of classes, ages, majors and experience
• Archaeology is active, allows for multiple voices, best taught by doing
• But how to incorporate into this type of class?
• Think-Pair-Share Cooperative Learning Activity
18
1. Introduction to interpreting artifacts
a. How do we use pieces of the past to interpret
behavior
2. Students ‘hired’ as archaeologists
a. Excavation of site during the year 2215
b. Artifacts are lost in transit to the lab
c. Students must work from drawings to identify
them
19
What Do Archaeologists Do?
Set Up
3. Students pair up to identify artifacts from
drawings (Think-Pair)
a. Group A: artifacts 1-4
b. Group B: artifacts 5-8
4. Students share artifact identifications to
entire class (Share)
a. Allowed to offer competing interpretations
20
What Do Archaeologists Do?
Activity Part I
5. Based on correct identifications, students must
interpret where, when and how? (Think-Pair)
a. Group A and B pair together to create
interpretation
6. Students share interpretations (Share)
a. Allowed to offer competing interpretations
7. Discuss similarities to real archaeological work
21
What Do Archaeologists Do?
Activity Part II
Benefits of Activity
• Provides small group discussion and cooperative learning opportunity
• Activity has scaffolds, easy questions to answer in pairs, then discussion, followed by harder questions
• Provides feel of real archaeological workflow
• Encourages student discussion and multiple interpretations
• There is no correct answer- just ones that are better supported by the available evidence
• Sets the tone for the entire semester
22
Learning Objectives From Participants (Enter examples on the whiteboard below)
Learning Objectives: How to address objectives:
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To sign up to hear about these and other CIRTL events, email
Critical Thinking and Peer Instruction:
Students Learning Together
October 21, 1PM ET/12PM CT/11AM MT/10AM PT
Presenter:
Bennett Goldberg, Professor of Physics and Science Education and
Director of STEM Education Initiatives, Boston University
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