Alexander W. Chizhik

Equity and status in group collaboration: learning through explanations depends on task characteristics

Although many instructors use collaborative group work as one tool in their repertoire, much research remains to be done on how learning occurs within collaborative learning environments. The present study contributes to this goal by finding that giving explanations during collaborative group work contributes to learning on single-answer group tasks, while task-related participation contributes to learning on variable-answer group tasks. Furthermore, the present study found that European–American students showed higher achievement than African–American students after working on a single-answer group task. Importantly, this race-based difference in achievement was tied to a race-based difference in giving explanations. These results reveal modest, but important support for the hypothesis that variable-answer group tasks provide a more equitable environment for participation than single-answer group tasks.

Are You Privileged or Oppressed? Students' Conceptions of Themselves and Others.

Given the preponderance of research on students’ resistance to multicultural courses, the authors begin to ponder this resistance by exploring students’ preconceptions of social justice concepts. They present two mixed-methods studies to examine students’ preconceived notions regarding two terms associated with social justice education: privilege and oppression. In Study 1, the authors conducted a qualitative investigation of students’ self-definitions of whether they believe themselves to be privileged or oppressed. In Study 2, they take a quantitative look at students’ reactions to hypothetical character scenarios differentiated based on two variables: (a) privilege or oppression and (b) socially conscious aspirations. The findings indicate specific ways that Whites, especially White men, view privilege and oppression differently from people of color. Findings are discussed in terms of students’ resistance to multicultural education, with a focus on lack of intersubjectivity, sense of privilege, downplaying the existence of oppression, and lack of commitment to social activism.

Cooperative learning instructional methods for CS1: Design, implementation, and evaluation

Cooperative learning is a well-known instructional technique that has been applied with a wide variety of subject matter and a broad spectrum of populations. This article briefly reviews the principles of cooperative learning, and describes how these principles were incorporated into a comprehensive set of cooperative learning activities for a CS1 course. In each activity, specific roles are assigned to group members in order to highlight important concepts and to enhance the overall functioning of the group. The group processing is followed by a whole-class debriefing led by the instructor, which works in tandem with the group activity to help students improve their understanding of the material. The effectiveness of these cooperative learning activities was assessed in a series of educational research studies which spanned three academic years and included two different instructors. The results of these studies show statistically significant benefits from the cooperative learning approach, both overall and for a broad range of subgroups of students. The article concludes with suggestions for faculty members who may want to use these cooperative learning activities in the classroom, or to develop their own activities along similar lines.

A Path to Social Change Examining Students’Responsibility, Opportunity, and Emotion Toward Social Justice

College students from various institutions completed questionnaires regarding their beliefs about privileged and oppressed adults’responsibility for the onset and offset of social inequities, the emotions linked with privileged and oppressed adults’responsibility, and the behaviors that should result from the privileged and oppressed adults’ responsibility for social equity. A path analysis revealed two causal pathways. The first path starts with responsibility of the privileged for offset of societal inequities that leads through frustration of oppressed as well as pity of the privileged. The second path leads directly from the perception that privileged adults are responsible for the onset of societal inequities without the mediation of guilt of the privileged, as predicted by attribution theory. Results imply that inclusion of privileged adults’guilt within the social justice curriculum may contribute to students’ resistance to multicultural discourse while also being important for motivating students toward social change.

Alternatives to lecture: revealing the power of peer instruction and cooperative learning

This session will demonstrate best practices for integrating a variety of student engagement pedagogies into the classroom. Presenters play the role of instructors on the first day of class. Audience members play the role of students as they collaborate on a variety of sample activities. By providing models of active learning in computing contexts, we seek to motivate instructors to adopt these pedagogies in their classrooms. Attendees will be invited to join a growing community of faculty who share resources and best practices. Sufficient time will be reserved for questions and discussion.

Workshop Applying Cooperative Learning Methods in Teaching Computer Programming

This workshop examines how to use cooperative learning as an effective instructional strategy for teaching computer programming. After an experiential introduction and a brief presentation of theoretical principles, participants work collaboratively to design and evaluate instructional activities of their own. Participants receive a set of cooperative learning activities that they can incorporate into their own programming courses, including guidance and suggestions for applying these exercises in the classroom

Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE)

Purpose The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy. Design/methodology/approach A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers. Findings Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development. Originality/value The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.

Applying Cooperative Learning Methods in Teaching Computer Programming

1 Leland L. Beck, Department of Computer Science, San Diego State University, beck@cs.sdsu.edu 2 Alexander W. Chizhik, School of Teacher Education, San Diego State University, achizhik@mail.sdsu.edu Abstract This workshop examines how to use cooperative learning as an effective instructional strategy for teaching computer programming. After an experiential introduction and a brief presentation of theoretical principles, participants will work collaboratively to design and evaluate instructional activities of their own. Participants will also receive a set of cooperative learning activities that they can incorporate into their own programming courses, including guidance and suggestions for applying these exercises in the classroom.