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updated October 8, 1999
IMPROVING LEARNING
AND TEACHING at Columbia University:
Collaborative
Learning
- Instructional
Innovation Network (Maricopa College)
This link will take you to a site that describes many ways to
get your students actively involved in their own learning. Note
that this site also has some "dead" links...Don't get frustrated.
It is a wonderful site.
- Reply to
Stunkel: A Matter of Metaphors (R. Tiberius, L. Sorenson, E. Neal,
M. Theall, L. Miller) This
reply was posted on the POD network list. "On June 26, 1998,
"The Chronicle" published KR Stunkel's "Point of View" arguing
that, although the lecture is a powerful teaching tool, it is
being shunned by educators in their blind rush toward interactive
methods. The article has stimulated vigorous discussion on the
Internet among college teachers, educational researchers, and
faculty developers. A number of us (above) take exception to this
characterization of interactive methods as misguided attempts to
"eliminate the professor altogether," but we sympathize with
Professor Stunkel's criticism of writers who fail to see lecturing
as a viable teaching method." 1998
- Collaborative
Learning Enhances Critical Thinking (A.A.
Gokhale)
"The term "collaborative learning" refers to an instruction method
in which students at various performance levels work together in
small groups toward a common goal. The students are responsible
for one another's learning as well as their own. Thus, the success
of one student helps other students to be successful." Fall
1995
- A
Longitudinal Study of Engineering Student Performance and
retention. IV. Instructional Methods and Student Responses To Them
(R.M. Felder)
"As part of an ongoing longitudinal study, the author taught
five chemical engineering courses in consecutive semesters to a
cohort of students, using cooperative learning and other
instructional methods designed to address a broad spectrum of
learning styles. This paper outlines the policies and procedures,
assignments, and classroom activities in the experimental course
sequence and describes the students' performance and attitudes as
they progressed through the sequence. The results suggest that
active and cooperative learning methods facilitate both learning
and a variety of interpersonal and thinking skills, and that while
these methods may initially provoke student resistance, the
resistance can be overcome if the methods are implemented with
care." 1995
- Cooperative
Learning in Technical Courses: Procedures, Pitfalls, and Payoffs
(R.M. Felder and R. Brent)
"As part of the longitudinal study, Dr. Felder and Dr. Rebecca
Brent, a professor of education at East Carolina University,
adapted or devised procedures for implementing cooperative
learning in courses that stress quantitative problem solving.
These procedures are summarized in this report. The objectives of
the report are to offer some ideas for using cooperative learning
effectively in technical courses, to give advance warning of the
problems that might arise when CL is implemented, and to provide
assurances that the eventual benefits to both instructors and
students amply justify the perseverance required to confront and
overcome the problems." 1994
- Navigating
the Bumpy Road to the Student-Centered Instruction (R.M. Felder
and R. Brent)
"In the traditional approach to higher education, the burden
of communicating course material resides primarily with the
instructor. In student-centered instruction (SCI), some of this
burden is shifted to the students. SCI is a broad approach that
includes such techniques as substituting active learning
experiences for lectures, holding students responsible for
material that has not been explicitly discussed in class,
assigning open-ended problems and problems requiring critical or
creative thinking that cannot be solved by following text
examples, involving students in simulations and role-plays,
assigning a variety of unconventional writing exercises, and using
self-paced and/or cooperative (team-based) learning."
1993
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Improvements, Suggestions or bad link? Please let me
(kleinman@chem.columbia.edu)
know!