I am sending you a compilation of the responses I received to my inquiry about CL experiences. Mixed in is a discussion of the merits of CL. It seems when ever a discussion gets started about CL topics a few people jump in to try to change the direction of the discussion. I hope it will be interesting to you to hear that part of the discussion so I did not edit it out. If after reading these anyone feels inspired to send in their testimonial please feel free to do so and I will send out a followup compilation. Thanks in advance. Ted Panitz [log in to unmask] +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ I would like to start a discussion which focuses on testimonials of encouraging, enlightening and uplifting experiences teachers or administrators have had using group or cooperative learning principles and/or strategies in their classes, committees, departments, at conferences, in their local communities or anywhere else. I will start the discussion by relating an encouraging experience I had recently during an intermediate algebra class. A parent brought her three year, old rather precocious, daughter to class recently since her daycare facility was closed that day. She was very apolegetic and assured me the child was well behaved. She explained that she had been to several classes and was familiar with how to act and accepted being with her mother. However if she got tired and started talking they would leave. Since we were working in groups with lots of discussion going on I didn't see any problem even if she spoke to her mother occasionally. That seemed to reassure both mother and daughter. During the class I worked with the child's mother individually on word problems. Her daughter, sitting next to us, asked an interesting question, as only 3 year olds can. "Why were we talking in this class when they weren't allowed to in the last class?" With out hesitating her mother responded, in 3 year old talk, "In this class we learn by talking to each other and explaining things to each other." This seemed to be quite a satisfactory answer to the little girl. Her mother went on to tell me that after the last class which was an english class, where the professor lectures, her daughter made the comment "That man talked too much and it was hard to be quiet and listen for so long.". The innocence of children can be so direct and to the point. At the end of our class the litttle girl made one more observation: "Mommy, I like this class better." That seemed sufficient for her and settled a question she had about why the two classes were different. The mother also mentioned that since starting this class she now talks to her daughter about math and asks her daughter to explain how she does math back to her. She gave me a demonstration. She asked her to get three crayons. This child picked up three and then counted them off to her mother. She then asked her to get five crayons and without hesitation she picked up two more. Her mother asked her to verify that she had 5 whereupon she proudly counted them off. Hewr mother was quite pleased with this new way of interacting with her daughter and the little girl just beamed. Hearing my student articulate the nature of group learning and seeing her relationship with her daughter absolutely made my day. The collaborative learning that the mother was experiencing through the class was being introduced to her daughter in a very natural and unassuming way. It is these little victories that keep me going and inspire me to pursue interactive learning processes. I WOULD LOVE TO HEAR FROM OTHER PEOPLE ON THE LIST ABOUT YOUR EXPERIENCES. SEND THEM TO THE LIST AND CC ME OR SEND THEM TO ME DIRECTLY. Thanks in advance. Ted Panitz [log in to unmask] +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 03:53:28 +0800 (MYT) From: [log in to unmask] Subject: re:coop learning testimonials Sender: [log in to unmask] Before my move to a faculty development position at the US Air Force Academy, I taught an upper-level English class, Children's Literature, to adult learners at the University of Maryland University College. A wide variety of students enrolled, many of them taking a course whose content interested them. Thus, few of them were English majors prepared for the rigor I expected. I used CL throughout the course, putting students in heterogeneous learning teams, consciously distributing males (in short supply!) and English majors. One of my favorite students was a very shy Vietnamese day care worker who was taking the course so that she could read more purposely to her charges. In a typical lecture-oriented class, she would have gone under because she lacked both the English language skills and the literature background to handle a junior-level course. However, her teammates were very supportive, and she pulled through with a respectable "C." On the evaluation form at the end of the course I recognized her handwriting with the comment, "In this class I have found true friends." At the Air Force Academy where cadets are on a grueling academic, athletic, and military schedule, I substitute taught a session on library research. The cadets were to have watched a 10-minute orientation tape and read a chapter on research procedures in their handbook. This material, needless to say, was terribly dry. I devised a series of questions and ran a game called QUIZO based on a bingo format. I gave each pair of students a QUIZO card, a sheet to record their answers, and some M&M's to use as markers. After the cadets had an opportunity to record their answers, I had a student roll a die for the number and draw a card for the letter of the space to be filled. Those answering correctly could put an M&M on the space called. At the conclusion, I awarded candy bars to the pair(s) who got "QUIZO" (five spaces filled in a row) and allowed everyone to eat their markers. While exiting, one of the cadets paid me a great compliment at the Academy: "Hey, nobody fell asleep in class today!" If any of you are interested in a QUIZO game set, it can be purchased from a commercial firm. Unfortunately, I don't know which one. I got my set from its "inventor," Steve Sugar, whose home address is 9728 Byeford Road, Kensington, MD 20895. Phone: 301/949-1074. Cooperatively yours, Barbara J. Millis Associate Director for Faculty Development United States Air Force Academy HQ USAF/DFE, 2354 Fairchild Drive Suite 4K25 USAF Academy, CO 80840-6200 Phone: 719-472-3976 FAX: 719-472-4255 E-mail: [log in to unmask] +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 16:37:50 -0500 From: [log in to unmask] Subject: Re: coop learning testimonials To: [log in to unmask] I too have had good results in using the collaborative teaching model. I am an adjunct at State Technical Institute at Memphis and teach Psychology. The coop model fits well with this subject. For instance, the class split up into 4 groups and were given the task of coming up with a diagnosis, plan of treatment(appropriate modalities), and prognosis. They were studying deviant behavior, major mental disorders, and treatment for mental disorders. They did remarkably well and all the groups were pretty much on target. Of course they were all very curious to know whom they had diagnosed, since I hinted that this person had once "met" Sigmund Freud.Unfortunantly, modern education had again failed to teach my students about literature. None had ever heard of the Sherlock Holmes story, "The Seven-Percent Solution", referring to Holme's addiction to cocaine. Anyway, small group learning seems to be paying off some in my class. Bruce Reed BReedQMC@ aol.com ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 21:54:36 -0500 (EST) From: "N. Hagerstown High School" <[log in to unmask]> To: [log in to unmask] Listers, Ted asked for cooperative learning testimonals, and while I have no specific anecdotes to relate, I can attest to the fact that high school students enjoy cooperative group interaction over lecture/discussion and individualized seatwork. I am not about to abandon traditional methods of instruction; rather, I am striving to add cooperative learning to the arsenal of pedagogical approaches available to me. Since our school's initial training in cooperative techniques three years ago, (in tandem with interdisciplinary subject integration), I can say that the students I have encountered have had a higher level of interest, a more positive approach to dealing with the subject matter, and they have gained skills and grown in interpersonal relations in ways that cannot be measured by test scores or grade books. I am the first to recognize that cooperative learning is not without its shortcoming and disadvantages, but its benefits far outweigh its drawbacks. Bring to this dynamic the technology of the Internet, and one develops an interesting, uncharted fashion of learning. Having students develop "team pages" for the World Wide Web, allowing students to analyze web and internet-based documents, or just allowing groups of students to examine the Internet and its resources: all of these make for learning and teaching methods never seen before in the "factory model" classroom of the 19th and early 20th centuries. Cooperative learning will accelerate the extinction of this model, IMHO. The effect here is that one begins to recreate in the classroom the atmosphere of the modern workplace. Team work, technology, and traditional methods (3 Ts?) all join together to develop young people into modern workers. Of course, the student must take advantage of the resources being made available to hime or her. Yes, many will assert that coopertive learning is just the "group work" approach of the past two or three decades, but it can be reshaped to emphasize values such as negotiation, participation, and individual responsibility. It is up to the instructor to make sure that this atmosphere of learning is the classroom. Resource: Spencer Kagan, _Cooperative Learning,_ 1993. (To see an example of "team pages" on the World Wide Web: http://www.fred.net/nhhs/html/teampage.html) George Cassutto Teacher of Social Studies North Hagerstown High School (MD) http://www.fred.net/nhhs/nhhs.html http://www.fred.net/nhhs/html/cassutto.html [log in to unmask] +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 12:03:47 -0500 (EST) From: [log in to unmask] (Jeff Tolhurst) To: Alternative Approaches to Learning Discussion List <[log in to unmask]> I have developed a cooperative learning unit that I've used in junior high, high school, community college, and lower division university geology classes. It teaches students the principles and strategies geologists must use when working for a mining company to explore for valuable metals. Overall student responses have been very encouraging. I've asked students to evaluate the simulation game in their journals and have included some of their responses below. "The project itself in my opinion was fun. I felt like all of the material we had been covering in lab came together. Not only did the project help me understand how the material is applicable in reality, but also why learning the material is important. The material once learned seems toexpand - I guess that when I was trying to be successful both making money and answering question (sic) correct and complete (sic), I felt like I had learned something and that what I learned may assist me outside the classroom." "The mining simulation project synthesized the things we learned in lab in a more meaningful way than "typical" lecture or lab questions. It was definately (sic) fun, yet challenging and frustrating at times. The group worked well together, and we all shared ideas, strategies and jobs. The naming of the rocks and minerals was a practical way to test our memories and deductive reasoning. The initial drawing of the maps helped me understand how to plot and draw contour lines much better than the same activity in lab book. Although it wasn't exactly "reality" or "real life", it did give us some idea of the complexities of mining and what some of the considerations are. I was impressed by this project being a future teacher myself. . . . Definately (sic) the quickest 3 hour class I've been to in a while!" "I liked this project a lot. I learned what was intended to be learn (sic). It showed the many facets of mining including thegovernments role in the whole deal. I completely agree that learning should be fun and I'm glad to see you're not afraid to make it fun. I don't think this was an elementary school game like someone else said. You can still play learning/ teaching games in college!" "I really enjoyed the lab this last two weeks. This lab was probably as close as it comes to being in the real world. This was valuable because we had to think when the pressure was on, and we were also learning how to identify rocks. This kind of project also made this class more fun and interesting. Up to this point the labs have been pretty difficult. Since most of us in this class don't know much about geology it was beneficial to work in groups. I had fun in my group. I did not even know Kevin, Trudy, or Amy's [fellow group members] name[s] before this project. This class is becoming so fun that I've told other students about this geology class and how fun it is." "This was the most exciting lab session that I've ever had! Yes, it was fun! I enjoyed working in a group. I learned alot without feeling too much pressure. I think the game format was helpful. . . . This project was similar to the real world because it helped me think about the environmental damage that occurs when we seek natural resources. . . . We could improve on communication. Stress affected our communication. . . . I enjoyed working in this group. There was a diversity of personalities." The game is both challenging and fun to teach and has inspired me to continue to use cooperative learning and simulations in my classroom. P.S. I really liked the 3-year-old girl's reactions, Ted! I find that journals are a place for students to give similar, raw feedback as long as I am supportive with my written comments and create a haven for safe sharing. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 20:17:32 -0500 (EST) From: "Nancy W. Lewis" <[log in to unmask]> Hello - I work at Thurmont MIddle School, Thurmont, Maryland. My faculty often uses the jigsaw strategy to cover new material such as the faculty handbook at faculty meetings. We are first grouped as cross grade/cross discipline teams. Individual team members then report to a particular learning area to find out about a new procudure, policy, school calendar particualars, etc. We then come back as "experts" and share our findings with the original group. It really is nice. Nancy Lewis, Math Dept. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 01:52:50 -0500 From: [log in to unmask] To: [log in to unmask] Dear Ted: I did my student teaching last spring. Having had a coupleprofessors whom I greatly admired that believed strongly in the concepts of cooperative learning, I was eager to attempt many cooperative learning activities. I was going to teach in a high school that the media had nicknamed "Little Beirut". Thus, I thought the best means of success was extremely careful planning of the activities. My cooperating teacher was in her second year of teaching, approximately my age (I was 42), graduated from my university, and we had the same supervisor. She warned me that cooperative learning was a nice theory, but in practice was "crap". But she also told me that I was welcome to try whatever I wanted. I tried several activities (with some mild success with my freshman classes, but little with my junior classes). I finally came to the conclusion that, unlike my cooperating teacher and my supervisor (who asked my CT where I had learned "all of that cooperative crap"), cooperative learning needs to be practiced at the lower levels so that the kids grow up with the idea of helping one another learn, that the second semester of school is NOT the time to introduce cooperative learning and expect a great deal of success, and that cooperative learning IS a wonderful method to use to facilitate learning. The kids frankly had no idea what to have discussions about, or even HOW to have discussions even with guidelines, because they had so little opportunity to sit and discuss their own opinions. I had a 6th hour freshman class that had about a 50% attendance rate. There were so many problems kids in that particular class that there is no way I can believe it was random selection. Administration had problems getting subs for this particular class because of their reputation. Our final unit was "The Outsiders". I had the kids sit in cirlces with me. We discussed the gangs of the 1960s and the gangs of today. They had the opportunity to share and I learned. I won't quit trying cooperative learning, but I will definately take every opportunity I can to get more training and learn additional skills to successfully implement it. Ingrid Rose +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sun, 26 Nov 1995 00:55:50 -0500 (EST) From: Sharon Jacobson <[log in to unmask]> Subject: Re: coop learning testimonials I teach an intro to leisure studies class at out university. this past quarter one of the chapters that we covered was gender, sex, sexuality, and leisure. A number of controversial issues were raised in this chapter. I selected three different issues and passed out sheets with those issues on them. they involved women in sports, the activities of fraternities, and the leisure of gays and lesbians. each student was to select one area to write about. their names weren not to be placed on the papers. then they were folded in half, placed in a bag and each person picked one. students had to present the issue being discussed from the perspective of the person whose paper they had whether they were in agreement with the individual or not. the discussions on all three topics were lively. however, when we got to the topic of gays and lesbians, one of the students wrote about wanting to bash gays and lesbians and knock their teeth out and how they felt as if gay bashing was a leisure activity in and of itself. several of the other papers presented on this issue took a different stance and wrote about how people should not have to have separate clubs or places to go to just because they are gay or lesbian. that discussion generated a series of entries in one students journal. this student shared with me that after class that day he was telling a friend of his about our discussion in class and espousing his position on gays and lesbians. his friend, who he told me he had known for three years, asked him if that is how he felt about him. he shared with me that he was shocked that this friendof his who had appeared so normal could be gay. over the last several weeks, he has asked a number of questions about gays in his journal. he has also shared with me some of the conversations that he has been having with his friend as he is developing a friendship with thisindividual at another level. through his journaling, the ongoing conversations with his friend, and his openness, this student has considerably changed his position. most recently he wrote in his journal, "I have always known what it was like to be discriminated against. I have been picked up by police just because i am black, it is late, and I am out. they never saw me as an individual. they just say me as a black male. I guess I have seen gay people the same way -- all the same, just a group, not as people. I wonder how many more people that I know are gay? How many of them are afraid to tell me because I have made them afraid that I would hurt them?" Sharon Jacobson THE UNIVERSITY OF GEORGIA DEPT OF RECREATION AND LEISURE STUDIES HARDMAN HALL 2825 JEFFERSON ROAD ATHENS, GA 30602 ATHENS, GA 30607 706-542-5064 706-354-0559 706-542-7917 (FAX) +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sun, 26 Nov 1995 13:05:42 -0500 From: [log in to unmask] (Richard S. Lehman) Sender: [log in to unmask] Testimonials are fun. We all enjoy them. And they're sometimes helpful. But does anyone have any good data as to the effectiveness of the method for various subject areas? Or even any good ways to collect such data? For the record and for the testimonial effect: I've been trying the technique in a stat/methods course with some, but mixed, success. The students generally like it, and learn the hands-on stuff (that's what they do in groups) very well. But there is a clear loss of content coverage. And I see no way around that. You just don't have enough time to cover what you can with lecture. And try as I will, there are some topics (eg sampling distributions, for one) that require a great deal of lecture/explanation time in addition to the hands-on demos and exercises that the groups do. Not to mention several other difficult concepts that really do seem to require a concerted effort involving textbook AND lecture AND hands-on demos AND small group techniques. There just ain't enough time! This semester (my second with co-op techniques) I brought back some lectures that I'd dropped the first time. (I call them minilectures so the students don't think of them as hour-long monologs, but sometimes they are!). Next semester I'll bring back more lecture. And of course cut back on the small group stuff. Richard S. Lehman [log in to unmask] Professor of Psychology (That's R-underscore-Lehman) Franklin & Marshall College Voice (717)291-4202 PO Box 3003 FAX (717)291-4387 Lancaster, PA 17604-3003 +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sun, 26 Nov 1995 16:08:08 -0500 (EST) From: "HOWARD K. WACHTEL" <[log in to unmask]> To: [log in to unmask] At Bowie State we have had little success in experimenting with cooperative learning in developmental mathematics. Students are extremely resistant to getting into groups with each other and going to the blackboard. When forced to do so, they often sit and work by themselves without conferring with the other group members. I believe that the students' pre-determined sense of the roles of the student and the teacher are so strongly ingrained that they are unwilling to consider that any other method might work better than lecturing. Students will say to the teacher "You're supposed to teach US!! You're not earning your salary if you make us learn ourselves!" It is extraordinarily difficult to convince them of the fallacy of this kind of thinking, and I expect that student evaluations will suffer as a result. Also I would be extremely interested in any research investigating the effect of initiating cooperative learning strategies on student evaluations of teaching. Howard Wachtel Bowie State University [log in to unmask] ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 21:00:00 PST From: James Buddell <[log in to unmask]> ( TCC-L) Subject: Re: coop learning testimonials Sorry to burst your bubble, Ted, but cooperative learning or group learning is not the end-all, be-all of the teaching/learning paradigm. Those of us who have been around for awhile clearly understand the value of an eclectic approach, depending on subject matter, teaching/learning styles, time, and a variety of other factors. In short, no single approach cuts it. Here's a testimonial for you. I had a history of American ed. class during my college days. The instructor divided the class into groups and assigned each group a topic. The groups then met and each member decided which aspect of the topic s/he would research. Each topic researched, the groups then put on panel presentations for the remainder of the quarter while the instructor sat in the back of the room grading papers for other classes and chatting with a female aide, stoop-shouldered by oversized mammary glands. It was one of the worst classes I had as a college student, and I learned very little. And all the time I was thinking, "We're teaching the class, and he's getting paid for it." Group learning? Hogwash! Here's another one (no charge). The best college class I ever had was taught by a Dr. Fitts. I was an English major, and Fitts' class was a history of civ. class. Yuck, I hated history. But Dr. Fitts was a very dynamic LECTURER. When he lectured, every student in the class, including myself, was on the edge of his or her seat, spellbound. He made the historical characters come alive, and historical events became real. He made each student feel as though s/he was actually there in the historical event being depicted, part of the action, watching intently as historical events unfolded. We laughed, we cried, we harrahed,we moaned as Dr. Fitts awakened in us historical perspectives we had never imagined in our wildest dreams. That was some 28 years ago, but I'll never forget Dr. Fitts as long as I live. Even today, I sometimes take out the classnotes and reread them, partly just to remind myself that lectures do not have to be dry and boring and that learning can be made fun, no matter what approach is taken. Finally, to prove the validity and utility of group learning, try your techniques in an average junior high school. If it works there in a seriously academic way on more than just an occasional basis, I may be more prone to listen. Jaime (my multicultural moniker) (English, Irish, German, French-Canadian) (Note that, unlike some of my colleagues who like to gamble, I claim no Indian heritage. I don't. None of my ancestors is from India. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 19:37:47 -0500 TCC-L From: Louis Schmier <[log in to unmask]> Subject: Re: coop learning testimonials Jim: I've been on both sidesof the fence.Sorry to bust Your bubble. But, active learning--be it cooperative or collaborative or whatever--is genuine learning. The studies and research tell us that. Wheere the student is the main agent, not the teacher may be difficult at first for the teacher who is trained to be center stage and for the student who is trained to be a passive listener. Students will learn better what they care about, what they can tie to their experieince; they will remember better what they have brailled, touched, climbed through, smelled, felt. Learning is not a spectator sport. If students can apply the material to their lives, make what they are to learn a part of themselves, they will retain it. Students learn best by doing it because you may think you know, but don't know until you try it. When students are doing things and thinking about how to do thing they're doing, they are more apt to learn and retain. There a simple order of things. The lower of learning and of retention is the factual transmission through lecture--talking is not teaching and listening is not learning; the next higher order of learning is thinking is through discusussion, the freer and less controlled by the teacher the better; the highest order is attitude and motivation. --Louis-- Louis Schmier (912-333-5947) [log in to unmask] Department of History Valdosta State University Valdosta, Georgia 31698 +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 19:30:03 -0600 From: Sylvia Edwards <[log in to unmask]> (TCC-L) Subject: Re: coop learning testimonials On Fri, 24 Nov 1995, James Buddell wrote: > Finally, to prove the validity and utility of group > learning, try your techniques in an average junior high > school. If it works there in a seriously academic way on more > than just an occasional basis, I may be more prone to listen. > I began my teaching career in the junior high. I used small groups regularly and successfully. The students worked hard and enjoyed sharing their discoveries. I taught seventh and eighth grade. The secret is providing structure for the task and clearly defining the objectives of the group study for the students. Throughout the years, I have continued to use the techniques I developed working with the junior high students. They loved the group work. My favorite project was the poetry unit. The groups wrote a variety of poems as a group and then had to defend their work in the Poet's Court. The principal thought I was nuts when he heard that my students had been charged with writing bad poetry. Several of the collaborative poems were printed in the literary magazine which was organized by a different instructor and who used outside judges to select the published poems. In my current classes in the community college, I continue to use collaborative methods. Right now my comp students are working on proposals to be presented to the college administration. The student teams are each working on a solution to a campus wide problem. Throughout the years the students proposals have led to positive results on campus. I look with pride at the elevators, the library renovations, the designated smoking areas, and the healthier food choices in vending machines we have on our campus. Each of those projects were first presented to the administration as a collaborative proposal. Another sign of collaborative success was seen Wednesday when my two classes had 90 percent of the students in attendance. While other faculty members complained of poor attendance the day before Thanksgiving, my students were there because they have a team project due the Monday after Thanksgiving and they didn't want to let the team down. How do I know this? Several of the students told me so. A death in my family called me out of town Nov. 14 -18. My classes all met without me. They had collaborative assignments to do and didn't need me, but they did need the instructions I had left for them and the description of the tasks I provided. The substitutes learned from the students. The group presentations when I returned were excellent and I learned from my students. One wag thanked me for being gone because they could finally get some work done without me adding to the assignment or interrupting them. Collaborative work may not be for everyone, but it works for me and for my students. I've been "doing" small groups successfully since 1968 in junior high, senior high and college English classes. I even used collaborative methods when I spent three years as a substitute teacher in two different school districts. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 20:37:23 -0500 TCC-L From: Richard Weid <[log in to unmask]> Subject: Re: coop learning testimonials There is a little school in Michigan "Dexter" where Government is taught totally in groups. I works and works well. Students and parents fight to get in and work to stay in. They learn and have a better understanding of the "system" than most CC students have aafter the normal process. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 20:10:04 -0600 From: Patrick B Bjork <[log in to unmask]> Subject: Re: coop learning testimonials > In my current classes in the community college, I continue to use > collaborative methods. Right now my comp students are working >on proposals to be presented to the college administration. (snip) Sly, I do something similar in my (gulp, sorry JimB) Business and Tech. classes and I, too, think it's a very useful exercise. I was wondering how you structure this project; lately I've been getting some half-hearted responses, so I'm thinking I may not be giving students enough direction. Could you post your handout on this? Also, do you bring administrators into the classroom to discuss issues? How do they become involved? I ask because I get a fairly lukewarm response from them also. Thanks for you help and I applaud your efforts! Patrick Bjork Dept. of English Bismarck State College +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 02:17:00 PST From: James Buddell <[log in to unmask]> TCC-L Subject: Re: coop learning testimonials Louie, Then you feel strongly that youngsters don't learn anything from listening to and watching their parents? Questionable, at best. And there are some kinds of learning that can't easily be turned into a physical activity, especially in a classroom. In addition, self reliance isn't exactly an odious quality and isn't necessarily a deterrant to learning. What studies and research? For every one you cite, I can cite others that posit the opposite. Just goes to show you that studies and research can be manipulated in a variety of ways to prove whatever the authors desire. In addition, there are a multitude of other factors that must be taken into consideration when examining the results of any study or research project. I prefer to rely on personal experience, actual experience. So let's get that out of the way first. I've been teaching for 26 years. I've never been an administrator, and I've never been without a full load of classes. Even today, as the Academic Senate President of my college, I am teaching close to a full load: 12 hours. I began teaching in the elementary schools. I've taught every grade level, grades five through fourteen. I've taught a variety of subjects, from electronics to computers to creative writing to hunter safety to amateur radio to remedial reading to, well, let's just say I haven't been in a rut. Currently, I teach comp. and an email creative writing class at my community college. I'm married and have assisted in the raising of six children, three boys and three girls, one of whom is still at home. What I know about you is that you teach history. I also know that you, like most social scientists, are a legend in your own mind when it comes to human behavior.I know that from all the Dr. Feelgood soliloquys, sermonettes, and preachy moralizing you've conducted and educational buzzwords you've used with yourself and others in the past few months on this listserv. I also know that you climb mountains rather than mole hills, eat grits and peaches, and generally have an inflated opinion of yourself when it comes to settling or divining solutions to the problems of others, particularly in relation to how to best educate students. But that's all beside the point, isn't it? So what is the point? The point is that everything you mention in your note to me is relative. Not necessarily wrong, just relative. And that's precisely what I was saying to Ted: while group learning may be o.k. for some of the students some of the time, it isn't o.k. for all of the students all of the time. There is a place for lecture, memorization, etc., etc. The aim is to create a multi-faceted learner, not a mono-faceted one. Hate to bust your bubble, but... Jim JamesV. Buddell,English/Senate Pres./Netscape Junkie/Limbaugh fan Taft Community College,Taft, California 93268@WORK: (805)7634282 ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Fri, 24 Nov 1995 23:41:09 -0600 From: Patrick B Bjork <[log in to unmask]> Subject: Re: coop learning testimonial Jim, lighten up, will ya? No one is suggesting that there's only one way to learn or only one way to teach. I beginning to think that thou doth protest too much!! ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Date: Sat, 25 Nov 1995 09:37:58 -0500 From: Louis Schmier <[log in to unmask]> Subject: Re: coop learning testimonials On Sat, 25 Nov 1995, James Buddell wrote > Louie, > Then you feel strongly that youngsters don't learn > anything from listening to and watching their parents? > Questionable, at best. I never said that. I think I used the operating word, "better." Besides, any child psychologist or ed psychologist will tell you that children learn and retain better if they "braille" information. That's why kids, for example, play house, post office, or engage in any form active learning. It really strikes me as a paradox that we so often say how our mission as teachers is to instil a love of learning, an sense of adventure, a curiosity in our students when that's exactly what they had as children. It seems that as they progress up the educational grades they had been drained of those vital nourishing fluids of an insatible desire to know to become shriveled, dehydrated memorizers and copiers. Now we're supposed to somehow add back the water to bring them back to life. Reminds me of enriching white bread after bleaching out the natural nutrients of the wheat. Really interesting. > And there are some kinds of learning > that can't easily be turned into a physical activity, > especially in a classroom. Are you talking about learning or subjects or presentation? Not sure. I admit that different subject content have their own peculiaritites. But, the common factor is that we're talking about people and their learning. Now, talking is easy. Teaching is not. Listening is easy. Learning is not. But, I know of mathematicians, accountants, computer specialists, and host of other people who are using active learning in various forms. Besides "difficult" doesn't mean impossible. It means challenging, demanding. I would think that if you want students to be multi-fasceted learners, I would think we would have to be multi-fasceted teachers; if students come to us with a variety of learning styles and habits, they we have to develop a variety of teaching style with expose both student and teacher to new worlds and thereby expand the worlds of each > In addition, self reliance isn't exactly an odious quality and > isn't necessarily a deterrantto learning. Sounds good. And, I admit that the student must assume responsibility for his/own learning. But, are you posing that teachers are and have always been obsolete? I submit that talking, pointing out the important points, telling students what do do, plunging the material down their throat, how will they practice and learn to do it themselves. If they depend on teachers to tell them, what will they do without teachers or anyone else to tell them. It seems, then, that the pure lecture format creates the danger of putting out intellectually dependent graduates which is exactly what business is telling us. > What studies and research? For every one you cite, I > can cite others that posit the opposite. Just goes to show > you that studies and research can be manipulated in a variety > of ways to prove whatever the authors desire. In addition, > there are a multitude of other factors that must be taken > into consideration when examining the results of any study or > research project. First, I think we have to establish what our educational philosophy is, our principles of teaching, and the rules of how our class operates. Otherwise, we'd be talking about proverbial apples and oranges. Second, we have to differential between effectiveness of the transmission of information and student learning. No will deny that the lecture is the most efficient and effective way of transmitting information, but that is a far different cry from a student learning and retaining it. Third, I know of no recent study that will argue that point. As for what studies and research, Mazlow, Paiget, Erikson, Bloom, Grasha, Lowman, Millis, Paley, Angelo, Nelson, Polio, etc., etc. > I prefer to rely on personal experience, > actual experience. So let's get that out of the way first. > I've been teaching for 26 years. I've never been an > administrator, and I've never been without a full load of > classes. Even today, as the Academic Senate President of my > college, I am teaching close to a full load: 12 hours. I > began teaching in the elementary schools. I've taught every > grade level, grades five through fourteen. I've taught a > variety of subjects, from electronics to computers to > creative writing to hunter safety to amateur radio to > remedial reading to, well, let's just say I haven't been in a > rut. Currently, I teach comp. and an email creatBive writing > class at my community college. I'm married and have assisted > in the raising of six children, three boys and three girls, > one of whom is still at home. Well, I'm not sure what is the relevancy of all this, but I'm not going to get into a reputation, length of resume or time on the job contest. I don't think it serves any purpose. I'll just say that I, too, am an experienced, muilt-faceted war-horse who in the twilight of his career unexpectedly and unintentionally discovered the dawning of a new one. If you or anyone else want to know about me, I reveal myself and my intimate inner self in the published collection of the Random Thoughts. If you don't want to get a copy of the book, I'll gladly send you or anyone else an e-mail copy of the lengthy introduction so that you can see where I am coming from. > What I know about you is that you teach history. I > also know that you, like most social scientists, are a legend > in your own mind when it comes to human behavior. I know > from all the Dr. Feelgood soliloquys, sermonettes, and preachy > moralizing you've conducted and educational buzzwords > you've used with yourself and others in the past few months > on this listserv. I also know that you climb mountains rather > than mole hills, eat grits and peaches, and generally have an > inflated opinion of yourself when it comes to settling or > divining solutions to the problems of others, particularly in > relation to how to best educate students. But that's all > beside the point, isn't it? I don't know what I did to deserve such mocking. It certainly is not worthy of you to bring up. Here, too, I will not ignite a back-fire. > So what is the point? The point is that everything you > mention in your note to me is relative. Not necessarily > wrong, just relative. And that's precisely what I was saying > to Ted: while group learning may be o.k. for some of the > students some of the time, it isn't o.k. for all of the > students all of the time. There is a place for lecture, > memorization, etc., etc. The aim is to create a > multi-faceted learner, not a mono-faceted one. Hate to bust > your bubble, but... Jim, I don't know if you lecture or not. But, no one group of students is homogenous. A class is a gathering of unique "ones", each of whom have his/her own learning styles, each of whom are at different places, each of whom bring different things to the tables. It seems incongruent for a teacher's style to be mono-faceted while the students are multi-fasceted--if the teacher believes every student is capable of success and the teacher's mission is to help the student start realizing his/her own unique potential. Over the years, I have discovered that techniques of active learning--which doesn't necessarily mean group activities--better deals with that reality than any other approach. All Ted asked was for testimony of those who have had success with cooperative learning techniques. He did not say or imply that such techniques were the only way to go all the time.. The point should be that when we today want to have our taxes done, we don't go to a person who still rejects the utility of a computer and refuses to consider using anything other than an adding machine, an abacus or a pen and quill; and if we are ill would we opt for a physician who rejects out of hand the latest medical discoveries, technologies and medicenes, and refuses to give up his bottle of leeches for treating all ills? No is telling anyone how to teach. But, we are constanteng new things about how people learning and developing new techniques that take such discoveries into account. The latest studies on how people learn, the reflections of classroom experiences, the description of new techniques used, the discussion of educational philosophies merely offer an insight in the changing culture of the classroom, an opportunity for a person to reflect on the purpose and goals of what he or she is doing in the classroom, and provide a wider variety of options for a person to use than the singular method of lecturing. Have a good one. Louis Schmier (912-333-5947) [log in to unmask] ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++