Scratch This and Learn

							Scratch and Learn

Mira Karac
Cuyahoga Community College
League of Innovations 2010
What is cooperative learning?
 Structured group work
 3-6 students per group
 Assign roles, if preferred
 Instructor plays supportive role
 Students work together to solve
  problems/activity presented by instructor
Why use cooperative learning?
                              Learning concepts
                              Learning skills/algorithms
   Johnson and Johnson       Managing class
    (1975) stated             Planning and Implementing
                               activities
    cooperative learning      Reducing difficulty in interpersonal
                               activities
    linked to:                Improving self-concept
                              Understanding of mathematics
                              Increases individual and group
                               problem solving ability
                              Greater success for slow learners
                              No loss of achievement for fast
                               learners
                              Increases commitment to peers and
                               reduced prejudices
Why use cooperative learning?
   Zakaria and Iksan
    (2007)
Students learn:
-communication,
-problem solving skills,
-creative and critical thinking skills
-prepares for the collaborative
   nature of scientific and
   technological work
Why use cooperative learning?
                       % of material retained after
Type of                24 hours                          Moore
Instruction                                               (2005)
      Lecture                       5

   Demonstration                   30

Cooperative Learning            70-90
What is the IFAT form?
 WEBSITE:
http://www.epsteineducation.com/home/

http://www.epsteineducation.com/home/artic
  les/default.aspx
IFAT Forms




   Professor Michael Epstein, Rider University
   Provide IMMEDIATE AND CORRECTIVE FEEDBACK
   Chickering and Gamson (1987) – prompt feedback is
    one of the seven principles for good practice in
    undergraduate education
IFAT Research – DiBattista (2005)
   Epstein (2001)
-   Introductory Psychology            -   IFAT students TWICE as likely
                                           as MC students to answer same
                                           final exam question correctly
-   Unit Test with IF AT vs. Without
                                           that was previously missed on
                                           unit test
-   Same final given
                                       -   90% said easy to use
-   Those with IFAT performed
    8.3% higher than without
                                       -   84% would like in all courses
                                           using MC test

                                       -   78% felt like a game
IFAT Research – Cotner, Baeplar,
and Kellerman (2008)
   Students favored IFAT
    group work
   Frequent and immediate
    feedback critical for
    learning and retaining
    content
   IFAT provides a way for
    learners to self-assess
    and structure small-group
    discussions
In-Class Demonstration
                     Sample of Student Answer Sheet
Your Name: _____________________________        Group Name: _______________________

Activity or Chapter Title: _________________________________________________________


Question #                Your Initial Answer        List All Group Member   Overall Group Decision
                                                     Answers                 for “Scratch Off”
                                                                             Answer
              Survey Results – Spring 2010

                  Question                                     Response (n=14)
1. Do you prefer cooperative group work with the   93% - prefer using IFAT
IFAT forms or without the IFAT forms.
                                                   7% - do not like using IFAT
2. Do all the group members                        100% - yes
participate in the group work during               0% - no
IFAT group activity?
3. Does the IFAT form help you                     86% - yes
prepare for the exam?                              14% - no
4. Do you like using the IFAT form for             93% - yes
group activities?                                  7% - no
5. Do you learn mathematics using                  93% - yes
the IFAT form?                                     7% - no
6. Do you look forward to working on               93% - yes
IFAT group activities?                             14% - no (*one person answered
                                                   both)
How is student interaction different during IFAT group work
compared to group work not using the IFAT form?
   Everyone is willing to work well under group terms
   Good ice-breaker with classmates, creates a good team, and allows us to
    help each other
   Because we get the problems and work together to see who got the same
    answer and why. Plus, when we scratch it off, we know right away if it’s
    wrong or right and can look through each other to fix it. When we don’t
    have it, people aren’t as involved and it makes it less fun.
   IFAT group work seems to captivate everyone into working together. Not
    using IFAT, sometimes seems to not keep everyone excited or wanting to
    do problems.
   We all have to get an answer so one person can’t do all the work.
   It give you excitement and makes everyone participate, there is more talking
    because everyone is anxious to see if they scratched off the right one.
   You actually interact more.
   It is funner and makes me think that I can really learn because I don’t just
    depend on the teacher’s answer. I look forward to deepening myself and
    figuring it out myself.
   We all work until we get an answer we agree on. The IFAT helps us
    work until we get the right answer.
   When you use the form, it helps to get you motivated to want to do
    the work and get them right.
   Other opinions and other mistakes help reach the correct answer.

   COMMENTS: Like group work!
              I love using IFAT
              I love it
              It’s fun!
What do you not like about using the IFAT form?

   Sometimes its frustrating      Hard to scratch off,
    if you don’t know the           apparently I’m a bad
    answer                          scratcher because I
   Nothing, I like it all.         thought we got it wrong
   The clutter of the room.        when we got it right.
   When you get the answer        Nothing.
    wrong and you need to          The bonus should be
    keep working at it.             double if we get it correct
   Getting an answer wrong         for the whole semester.
    and not knowing what we        If someone gets done
    did wrong.                      before you, they just want
                                    you to copy their answer.
             Questions and Discussion Session


 Thank    you and
    enjoy the rest of
    the League of
    Innovations 2010
    Conference
   mira.karac@tri-c.edu