Collaborative Learning |
and Peer Review
in Chemical Learning Communities
The Utopian Goal: Teaching to Enable Autodidactic Behavior
About Learning in Customary Educational Settings: Not only do individuals learn at vastly different speeds and in different ways, but man seems capable of astonishing feats of rapid learning when the attendant circumstances are favourable. It seems that, in customary educational settings, one habitually uses only a tiny fraction of one's learning capacities.
Complexities of Human Learning: Educators are therefore becoming increasingly concerned with these concomitant learnings. They are aware that the long-term significance of the arithmetical skill that the student consciously learns may be nugatory compared with the importance of what he learns about himself as a learner, about his capacities and limits, about his relationship with his teacher, about power and authority, about his relationships with his fellow students, about equality, collaboration, competition, and friendship.
Scope of the
Having recognized the complexities of learning, it is the purpose of the Chemistry 210 Collaborative Groups to engage the students in collaborative learning and to train and develop their ability to work with their peers. Groups consist of 3-5 students and the groups are self-selected.
Talking chemistry with your peers, working together on assignments, obtaining feedback obtained from your peers, all of these mechanisms will provide opportunities for more active learning, will create the framework for support and constructive criticism, and will teach you valuable lessons on group dynamics. You will have to think about the peer group rather than focusing on your internal standards alone.
The groups are required to meet once a week for one hour in one of the Chemistry Computer Rooms in Schlundt Hall. Each group needs to sign up for one of the sessions offered, see Contact Hours. Teaching Assistants will guide these active learning sessions. Note that the chemistry computer rooms are staffed Monday - Friday, 9am - 5pm, so that you and your group have every opportunity for further (group) studies.
Organizing Your Group
There are some obvious ways to form groups. Some of you might know each other from courses previously taken together, from living in the same dorm, engaging in the same sports, you might know each other from Greek Life, and so forth. Others might be new to Columbia and MU and might not know anybody in this course as yet. In either case, to find other students to create your groups just approach other students and ask whether they might be interested in joining you.
A discussion list will be created within the first week of the course. You can use this discussion list to announce any vacancies in your group or to inquire as to who might want you in their group.
Practical aspects (where does (s)he live, what times is (s)he available, ...) are as important as personal matters (do you think you can get along with this student ...) and your estimate of his/her ability and motivation (is this student likely to contribute to the group ...).
Formation of Groups: Friday, February 1, 2002. This is the Friday at the end of the second week of the semester. Send an email note to the instructor that contains in this order:
(a) the name of the group (be creative, come up with some interesting group names!)This deadline is prior to the first test. It is hoped that you will make use of the groups in your preparation for the tests!
(b) the names and email addresses of the 3-5 group members.
(c) the number of your preferred session with meeting time place.
This is our fifth year of Active Learning in Chemistry 210! Collaborative Group Activities were introduced to Chemistry 210 in 1997 and the activities continously have been updated and refined. Your input is crucial to us. Please, be as open and frank as possible when commenting on any aspect of the design, planning, and execution of the Collaborative Group activities. Let us know what works and what does not work. The Chemistry 21x Collaborative Group activities will be monitored by professional educators and your comments on any aspects of "Collaborative Learning and Peer Review in Chemical Learning Communities" will be valuable. All materials associated with this project will be used in forthcoming lectures and publications by the instructional team.