Tag Archives: ASE

ASE London #1: Out of the Question …

It was a pleasure to attend yesterday’s Association of Science Education’s London and Essex Summer Conference “Supporting Learning for all in Science” at the Institute of Education, London. For someone like me, whose method deliberately targets achievement gaps, the title alone made coming irresistible.

A special thank you to Sheila of ASE, who virtually singlehandedly made it all happen, and to everyone who took interest in my impromptu stall. You should now all have received a welcome mail to COGS.

Due to the content void nature of Cooperative Learning, though specific examples here are taken straight from STEM KS3+, the theory connecting CL with questioning techniques, and the cooperative activities themselves, benefit equally in any subject and key stage. You will also discover what a milk float is.

Questions in Context

I know Dr Lyn Hayes, who invited me to the conference, from our work with the INSPIRE STEM PGCE training programme at Imperial College in January. I have previously explored the relationship between Cooperative Learning and STEM with Ben Rogers at the 2016 Annual ASE Conference at Birmingham University, where we presented the course Great Reading, Great Learning, and lately with Math leads in Leicester for SDSA, where the enhancement of Singapore Maths through Cooperative Learning was made very clear by delegates themselves. (More information here).

At yesterday’s conference, I prioritised  “Developing good questions for STEM learning” with Mary Whitehouse of University of York Science Education Group and “The Language of Mathematics in Science” with Richard Boohan & Roni Malek. The regular reader of this blog will recognise the obvious connection to my planned work with Mrs Hennah on oracy skills in science.

My final top choice was unfortunately cancelled; as I am involved in a Strategic Funding Bid to close gender gaps in Maths, another of my top workshop choices from the programme was “Improving Gender Balance” with Nicky Thomas from the Institute of Physics. Hopefully next time?

 

Cooperative Learning & Questions

Mary Whitehouse (@MaryUYSEG)  opened her keynote with the seemingly ubiquitous reference to Hattie’s research on effect size, recapping the impact of assessment (0.46), spaced practice (0.71) and feedback to the teacher (0.73) – all of which, as followers of this blog will know, are integral (assessment and feedback) or easily facilitated (spaced practice) by Cooperative Learning.

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Specifically, I was very happy with her quote from Hattie: “Structuring class sessions to entice, teach and listen to students asking questions to students is very powerful.” If that is not a description of Cooperative Learning and three of its main outcomes,  it’s not Cooperative Learning. I will attempt to exemplify in the following commentary on Whitehouse’s workshop.

Why asking the right questions is crucial should hopefully be something all teachers are aware of; what is less obvious perhaps is the support Cooperative Learning offers in situations where questions are poor or just plain intermediate in quality – which may well be the majority of questions in the average lessons.

First of all, if you cannot have quality, you can always have quantity. The simultaneous engagement with your questions by every single pupil in the classroom, and the stacking afforded by such basic Cooperative Learning Interaction Patterns as Think-Pair-Share (discussed below), means any ‘less good’ question will be dressed up in peer-to-peer feedback and support and automatic differentiation through negotiation. (Who knows, you might get lucky and get the metacognitive comment “I think this question is stupid, because…”).

Also, since every single pupil is presenting their understanding, the assessment element is very strong. So, while the poor question posited might only have half the effect of a good question in the same cooperative activity, it still has a substantially higher impact than that question asked from the board and discussed with a lower ability pupil who is off on a tangent, while the rest of the class of 32 pupils nod off (Dare we say 3100% higher impact, mathematicians?).

Vice versa, good questions enhance Cooperative Learning dramatically. Because Cooperative Learning is nothing but a precise, surgical delivery tool for your input, the more powerful the input, the more powerful the impact. And, again, assessment is improved in correspondence with the quality of the questions asked.

So, with no further ado, onto Mary Whitehouse’s presentation  “Developing good questions for STEM learning”.

mary-whitehoude-planning-a-teaching-sequence.jpg

 

Mary and the Word

There are many benefits to making up questions, not least the fact that it forces teachers to think about which outcome they want and helps crystallise it. Specifically, Mary pointed out that looking closely at which answers your question might elicit is a good measure of the quality of your question in reference to you learning objective.

As we mentioned in the last of the articles on Stalham Academy, you can stage and execute a perfect cooperative activity which has absolutely no value to the objectives of the lesson. One of the ways this can happen is precisely the question you pick for the Cooperative Learning Interaction Pattern, whether it be a Think-Pair-Share or Boss & Secretary. It is akin to a doctor who performs his surgery perfectly but on the wrong organ.

Among the things one should also be wary of when writing questions is whether any additional context is needed. Mary had some of us chuckling when she gave the example of pupils with a Chinese background responding to an exam question starting with the words “The batteries in the milk float are…” I chuckled somewhat less than others, as I , poor foreigner that I am, didn’t know what a milk float is. (She suggested trying “electric car” instead).

Milk float

Milk float courtesy of milkfloats.org.uk

Finally, and especially in the case of multiple choice questions, ask yourself if pupils could get the correct answer for the wrong reason – such as luck or misunderstanding?

 

The good multiple choice question 

As Mary pointed out, understanding the purpose of your question is the key to success. For example, “diagnostic questions” test pupils’ understanding to better guide teaching. If a Y7 teacher automatically assumes her new pupils can distinguish “force” and “energy” a whole world of mess opens up. Multiple-choice is a very simple, and easily assessable, way of checking precise understanding of concepts (We have already discussed closed vs open questions).

Mary Whitehoude, diagnostic questions

Here, Mary demonstrated an alternative, collaborative, way to present multiple-choice questions which really struck a chord with me. One of the main reasons Cooperative Learning yields 5 to 8 months of additional progress per pupil per year is the feedback element: Opening discussions between pupils give teachers insight into the thinking process that produces the wrong answers.  As any teacher will be aware, there is often a weird logic behind pupils’ misconceptions that need to be recognised before it can be challenged appropriately. An unfortunate example is found in the next instalment of this when we get to “Confidence Grids.”

The following item was developed to show how GCSE exam questions can be converted into diagnostic questions: The words in the speech bubbles are based on information from the OCR GCSE mark scheme and the examiner’s report:

The question is: “How can very high temperature lead to death?”

How can a very high temperature lead to death

By referring to the examiner’s report, you are sure the wrong answers are common misconceptions that you need to weed out.

 

Getting more out of it with Cooperative Learning

Now, it is entirely possible to present this task on individual pieces of paper, give them a couple of minutes to think and tick the ones they agree with and collect the evidence, but Mary’s point was obviously that one should use this in group work.

However, there is group work and there is Cooperative Learning. Group work risks loss of accountability, equal participation, off-task behaviour, etc. as discussed in multiple previous posts.

Therefore, in the following, I want to demonstrate the benefit of dropping this IWB task into a tightly timed Think-Pair-Share (e.g. one minute to Think, two minutes to Pair and three minutes to Share)With an enforced written element delineated at each stage in the form of “I/my partner and I/our team think X is correct/incorrect, because…”, you achieve the following:

  • get each student to capture their baseline understanding in writing.
  • get each student to practice writing a concise argument, and orally presenting it.
  • promote and train a scientific mindset.
  • acquire written evidence of each student’s specific misconceptions of ideas as well as concepts.
  • ascertain fluency (e.g. high level pupils will produce multiple answers and less capable pupils perhaps only one or two).
  • save plenary feedback time by letting pupils correct some of their wilder misconceptions with their peers.
  • check and improve the precision of subject vocabulary and general language.
  • get written and oral evidence of misconceptions and their corrections as pairs negotiate their individual findings.
  • acquire profound insight into the reasons for any misconceptions by unobtrusively monitoring discussions, securing effective, targeted next steps.
  • get written evidence of self-confidence: which pupils can stand their ground in an argument and who folds, even if he is right. (This needs to be dealt with as it is a matter of too much or too little self-confidence in the pair, both of which impact negatively on personal relationships – think PSHE for which every teacher should feel responsible – and scuttle calm analytical thinking required in science).
  • Get an on-the-spot written summary of each group’s understanding as the final Sharing stage will be the result of combined thinking and debating in each group.
  • feed back this data straight into the current lesson, because eight groups in a standard size class of 32 reduce the amount of data you need to process by a factor of four.
  • avoid marking
  • instilled confidence and team cohesion, as any plenary responses from individual pupils will represent a group effort, saving much humiliation (and recognising the value of collaboration which is indispensable given the complexity of modern science).
  • save time on plenary feedback, as you already know where the trouble spots are.
  • and a whole lot of other things, including automatic differentiation, positive peer pressure, social skills, language acquisition, etc., etc., etc. But that’s just basic Cooperative Learning for you.

And as Mary pointed out, student work is a great resource to acquire further inspiration for questions.

(For schools who have been through my CPD: We have discussed the cons and pros of Think-Pair-Share vs Meet-in-the-Middle. Both could be used here, but the benefit of that extra layer the pair element gives  before they come together I think is a case for TPS. Again, you know you objectives, students and materials best. Cooperative Learning must never be a straitjacket).

Disclaimer: This articles represents my own limited understanding of Mary Whitehouse’s workshop, and does not claim to include all elements or accurately reflect her presentation.

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Get notifications of related posts on Twitter (to include Predict-Explain-Observe-Explain and confidence grids, among other things).

 

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A lesson at the Association for Science Education

Ben and I presented our first joint session to Science teachers at the ASE conference in Birmingham yesterday; in spite of very positive feedback, it was a lesson that taught us something.

First of all, I’ve always run my CPD with delegates playing the role of their own pupils. One reason is because Cooperative Learning cannot be grasped as a theory – it is in every way a practical, immersive experience. Another reason is that trying it first hand creates empathy with your pupils and insight into the unique challenges they face when learning together in such a structured fashion.

However, in yesterday’s session, we found that presenting  a reading skills lesson to highly skilled readers quickly becomes as convoluted as it sounds.

Reading a paragraph out and then having your partner summarising or commenting on it works extremely well from KS4-10. But, to most secondary science teachers, all motivated and highly skilled readers, reading alone and in their own tempo is far more effective –  as opposed to children and young adults who can read alone for half an hour and then have no clue what the text was about.

ASE Ben and Jakob

Ben & Jakob at Birmingham University

As Ben commented from his experience, this lesson is actually far more effective to students. Also far quicker, as youngsters do not delve into each nook and corner as intelligent, professional adults in a paid session tend to do. In the ten minutes they had, many pairs only managed to go through one or two of a 6 page extract from On transfer as the goal in literacy by Wiggins.

You know you are working with science teachers when a delegate turns around to you and says “This text is as dense as tungsten.”

One major mistake on our behalf was to pick this text on research into … well, reading strategies. Suddenly, content and objective became inextricably garbled.

In summary…

We chose it because we wanted to present something where all attendees were on an equal footing, but using a text on quantum computing or somesuch from Scientific American would have been a lot better.

 

To give an example, the opening Catch1Partner with vocabulary from the text came across precisely not as vocabulary from the text, but as general introduction to reading skills. “reciprocal learning” and “prior knowledge” should have been replaced with “quants” and “nano” had we only gone with Scientific American.

(More on rote learning with Catch1Partner here. Just skip past the discussion of Mr Peal’s book).

We are aiming to upload materials for the benefit of delegates over the next few days. In the meantime: I discussed introvert learners with some of you. The article I mentioned was Inside out? collaborating introverts.

Our introduction mentioned Cooperative Learning in relation to the Sutton Trust. For anyone considering presenting this method to school budget-controllers, this is a must read: EEF Teaching and Learning Toolkit; a Cooperative Learning gloss.

I am aiming to get an article up on cooperativelearning.works on how Feedback, another Sutton Trust/EEF best practice, integrates with Cooperative Learning.

Stay updated on twitter.

More on the actual lesson on CooperateBeLiterate.

Thank you for your attendance. As always with Cooperative Learning, I am amazed how much attendees get out of it compared to quality and quantity of the actual input.

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