Getting students ready for cooperative learning"
Ted Panitz
group learning techniques I would like to ask:
WHAT DO YOU DO TO PREPARE YOUR STUDENTS FOR THE GROUP LEARNING EXPERIENCE?
It is not very effective to walk into class on the first day and simply
group students and tell them to go to work. Johnson and Johnson suggest that
cooperative groups need to be trained in social skills as well as in content
areas. They have detailed methods for encouraging groups to process how they are
functioning. At the college level I find that the lack of time makes group
processing harder and must be scheduled into content DRIVEN syllabii. Some form
of group processing is necessary if you have any hope of getting students to
work together effectively. My areas of teaching are math and engineering which
are very content oriented appearing to leave little time for group process.
Below is a description of some of the things I do to encourage student
cooperation and acceptance of the concept of group learning. I would appreciate
your comments, suggestions or descriptions of what you do to help students
become comfortable with the process of working with their peers in groups in
class.
Please reply to the list or directly to me.
THANKS IN ADVANCE,
Ted Panitz tpa...@mecn.mass.edu
One or two weeks prior to the start of course I send my students a letter
welcoming them to the class and giving them some words of advice and
encouragement. (A copy of the letter follows.) For algebra students who are
prone to high levels of anxiety a great deal of reassurance is needed. I try to
be humorous while attempting to establish a serious learning environment. I
include my home phone number and office number and have answering machines at
both places to be sure to get their messages. Few students actually call but
they tell me during class that they feel reassured that I would invite them to
call, even at my home. The few that do call have important questions or concerns
which I am usually able to address by talking to them.
In the letter I ask them to get the text before class and start working on
the first chapter so they will be able to come to class prepared to start
learning and working together. I usually throw in a few comic strips which use
math anxiety as their thesis to break the tension and introduce more good humor
and reinforce the idea that learning math can be fun, especially if you are
willing to poke fun at it and yourself. I also ask them to write a math
autobiography and bring it to the first class in order for me to get to know
them better. (A copy of the assignment statement follows.) I ask them for
personal information and specifically how they feel about math and taking the
course. The intent is to have them think about their anxieties prior to class so
they will be more comfortable when I ask them to discuss their feelings with a
partner during the first class.
The effect of sending students a letter prior to class is very strong. It
calls attention to the fact that my class will not be a typical math class and
that my approach will be different than what they are used to. It sets high
expectations for them and for me, which is important for succeeding in any
course and especially math. Many students have low math self esteem to begin
with. Setting a high expectation begins the process of building up their self
esteem. The writing assignment demonstrates that I am interested in them as
individuals and would like to establish different lines of communication. Once
the shock wears off they really get into the writing and describe their
innermost feelings about their anxieties. A word of caution is appropriate here.
A few students may react negatively. Some students miss the humor of the letter
because they are so overwhelmed with anxiety. Often they will call to discuss
their concerns and I can reassure them that they are not being asked to learn
algebra on their own, quite the contrary, we will all be working very hard
together. Some students are aware of cooperative learning teaching techniques
and prefer lectures. They have a chance to switch classes without losing any
class time or they can attend a class or two on a trial basis while still being
prepared to switch. Once I get them in class however they never do switch.
With their autobiography in hand and a healthy curiosity they arrive at the
first class. I spend only a few minutes describing the course and then ask them
to pair up in order to interview each other. I explain that most people do not
feel comfortable talking about themselves in public but are willing to tell us
about someone else. They generally agree and we are off and running. If they
wish to write down information about their partners' hobbies, interests, reasons
for attending Cape Cod Community College, how they feel about math and what
their biggest concern is etc. they may do so or they can just chat together and
remember key points to report back to the class.
I ask for volunteers to start and there is always one pair that wants to go
first, perhaps as much to get it over with. I will ask questions and make
comments or clarify misconceptions that I hear as the pairs talk about their
concerns. I also weave into the conversations additional course descriptions. I
find this much better than spending 45 minutes describing the class because a
lecture presents the material out of any context. When a student raises a
concern or question through their partner my comments become relevent and
understandable. Think about the first hour of most of the classes you took in
school. So much material was covered about how the class was going to run that
you probably only remembered a small fraction of what was said.
During the report back portion of the class the students get to hear about
everyone else's concerns and anxieties and quickly realize that they are not
alone. People who are in a strange environment with strangers often feel a sense
of isolation. By addressing their concern and hearing that other people feel the
same way they are able to overcome a great deal of their anxiety. They see that
other people in the class will listen to them and sympathize and/or empathazise
with them. The effect is wonderful. By the end of this exercize the students
feel relieved and excited about the class. The scuttlebut they have heard about
the class being unique yet helpful and supportive is reinforced and they return
with the mindset that they can work with other students. The process establishes
a friendly, open and caring environment. Interestingly the level of anxiety
expressed is much lower in the advanced courses. I have many students who take
additional courses with me and they reflect an improved self esteem and
confidence.
In the next few classes I use worksheet exercizes and practical problems
which they work in pairs, usually with the person they have interviewed. We
review all the problems together by asking pairs to put their solutions on the
board. One or both partners may go up to the board and several pairs work at the
board at the same time in order to difuse the attention focused upon any one
person. After using this process for a few classes I am ready to expand the
groups to 3's and 4's. The students have become comfortable working together and
with the class as a whole. For many students their previous experiences
presenting solutions to the class and/or going up to the board alone have been
traumatic. By working out solutions together prior to making any presentation
they build their confidence and avoid the embarrassment they felt in other
classes when they were singled out. If they make a mistake it is the pairs'
responsibility not the individual students'.
When they first work in fours I use a warmup activity which asks them to
find 5 things in common, not related to school or work, but of a personal nature
such as a favorite food or movie etc. I do not ask for anything of an intimate
personal nature. We have not been together long enough for such questions and
some students might find that line of inquiry offensive. For that matter I do
not ask this type of question at any time during the semester. They start off
slowly and after a few minutes are having a great time laughing and kidding each
other as they try to find things they have all done, places they have all been
to or foods they all like. They generally find that they have more in common
that they ever expected. A bonding takes place which facilitates the group
process enormously. The effect is especially strong because these are math
classes and students just don't expect this kind of interaction among their
peers. The other effect of this activity is to raise the students' expectations
for the class. They look forward to other group activities.
After the warmup activity I introduce an content exercize for the groups. I
call it "math olympics". Each group is responsible for solving a set of five
problems and placing their answers on an answer grid on the blackboard. All
groups put their answers up at the same time. They determine how to get the work
done whether it is by having each member do one problem or all members do all
problems. Before they place their answers on the board they are asked to make
sure they have a consensus. I serve as a mediator in case fisticuffs break out.
I try to adjudicate disputes by asking leading questions. I will often ask if
other groups can help resolve the question or dispute taking place. Only when
all other options are exhausted will I discuss my approach. If the class as a
whole is confused then I will give a mini-lecture to try to clarify a sticking
point. While the groups are working I walk around the class and observe each
student. I give encouragement and hints or ask pertinent questions. This gives
me a wonderful opportunity to interact with the groups or with individuals,
being careful not to interrupt the group process. The students complete as many
as 50 problems in a class using this approach which would be unheard of in a
lecture format. At around 30 problems some students realize how much work they
have done and good naturedly register complaints. Their expectations and self
esteem soars when thay realize what they were able to accomplish in a short
time. They help each other, discuss and debate answers, argue about their
methods and then reach an agreement. Often they conclude that there are several
ways to solve a problem and get the same answer. If I try to point that out by
lecturing to them and doing a problem several different ways it has little
impact. When their peers show them different solutions it has a strong impact. I
find an analogy between children not accepting their parents' admonitions yet
finding their peers totally believeable.
From this point on the class gets stronger and stronger in the use of
cooperative learning techniques. They appreciate the hands on approach and
active nature of the classes. Many comment how these math classes are their
favorite classes and they are amazed to feel that way. They look forward to
coming to class and this is reflected ion their attitudes and approach to the
class.
Finally, I look forward to each class with great anticipation and
excitement knowing that the students will be make new math discoveries, work
with new found friends and have fun doing math while I will also learn more
about each student, make new friends and also discover new ways to help students
learn math.
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Dear Elementary Algebra Student,
Welcome to the Fall of 1995 and Elementary Algebra. I can't think of a
better way to spend a Spring semester, having fun with algebra. I would like to
say hello and offer a few words of advice and encouragement before we meet on
Sept. 6. I promise not to use more than 5 x 10 words in this letter. The
prerequisite for this course is DE-051 Basic Math an identifiable pulse and a
temperature of 98.6F and permission from your psychiatrist to subject yourself
to this course over the next 15 weeks with this instructor, alias Attilla the
teacher.
I have a few suggestions that are intended to guarantee your success in
this course. If you make a good effort there is no doubt in my mind that you
will pass. I am batting 1000 so far. (What the heck does batting 1000 mean?)
1. It is vitally, imperatively, critically important that you
read
the text BEFORE class and TRY TO DO as many excercizes
as is
humanly possible.
The text is "Elementary/intermediate algebra" by
Aufmann and Barker. This is a new
book and is different from the one I used previously in
elementary algebra.Get the book before class. Call the
bookstore at 362-2131 ext 4022 before coming in.
2. Get extra help immediatly if you feel you need it. I am
available
for extra help 24 hours a day 7 days a week except Sundays
from midnight to 6am. I need to sleep sometime. We will work
in groups and I will try to arrange study groups outside of
class. Tutors
will be available also and the math lab is open many hours
during the week on a walk in basis.
With all the help available you can't not pass.
3. Back to number 1. The most important thing for you to do is try
as many problems before class as possible. That is correct! I
am
not delerious. But you say "How can I do the problems before
they are explaoned to me??". That is the very essence of this
course; to help you gain your math independence. We will work
together in class on the material of the day. By the time
the class is
over you will know what you are doing.
You will need plenty of time for homework. If you have a job or family
pressures you will need to schedule your hours to allow for blocks of time to
study. Experience shows that you need at least 3 hours outside of class for
each hour of class. Some people need lots more. I suggest you do about an hour
at a time instead of trying to do all the work at once. When you are studying
math you can only do so much before you need a break.
I am enclosing a copy of the schedule. Please review chapter1 This is
considered a review, material covered in basic math . I am also enclosing a
writing assignment for you to complete before the first class. Bring it with you
on Sept. 6. Your math autobiography will help me get to know you better. Please
type it.
If you have any questions or concerns about doing algebra in the Fall
please feel free to call me at home at 428-7538 or at school at 362-2131 x421. I
have answering machines at both places so you can leave a message and I will
return your call.
One last word; if you are concerned about anything I have written here,
relax!!!. There are many opportunities for extra help inside and outside of the
class. If you are willing to work at it I can guarantee you will pass this
course.
I look forward to seeing you on Sept. 6 to start a fun and interesting Fall
semester.
Sincerely yours
Ted Panitz
P.S. If you have any comics or jokes about math or using math please bring them
to class for extra credit..
THIS SPACE HAS A COMIC STRIP ABOUT MATH--------------------
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WRITING IN MATH--- IS THIS FOR REAL????
This course will include writing assignments which are intended to help you
understand how you are doing in the course and reacting to it. They will also
help me to understand how you are doing in the course. This may be new to you so
I would ask your patience and perhaps your indulgence.
To start I would like you to write your math autobiography using the
following questions as a guideline. You do not have to answer them in order but
please do include all the topics. Also write in narrative form, not single
sentence responses. Please type using double spaces. I will collect them the
first day and return them by the next class.
WHY ARE YOU TAKING THIS COURSE
HAVE YOU TAKEN MATH AT 4C'S BEFORE, WHEN?
WHEN WAS THE LAST TIME YOU TOOK MATH? HOW DID YOU DO THEN?
WHY?
HOW DO YOU FEEL ABOUT MATH? ANY IDEA WHY YOU FEEL THAT WAY?
(please be candid with this question, I am never offended by
an honest answer)
WHAT IS YOUR MAJOR AND HOW WILL THIS COURSE FIT INTO IT?
WHAT TYPE OF EXPERIENCES HAVE YOU HAD IN MATH BEFORE?
WHAT WOULD YOU LIKE TO TELL ME ABOUT YOURSELF THAT I DIDN'T ASK?
The writing part of this course is very important and will be new to you in
a math course. I take it very seriously and will collect the assignments and
return them to you. They are not graded but help top provide a different way of
communicating about the course and math.
The key to understanding math is reading and writing, not algebra or
arithmetic. Thus I want us to work on writing as a means of reinforcing our
reading applied to math.
When you are finished add a headline to your autobiography as though it
were a newspaper article. Use your imagination.
IF YOU CAN EXPRESS YOURSELF IN WRITING THEN YOU UNDERSTAND WHAT YOU ARE
DOING. A famous quote by author and scholar--Ted Panitz.
This space has a comic strip on autobiographies
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