Transform your teaching with teambased learning Dr Laura
Transform your teaching with team-based learning Dr. Laura Madson, Department of Psychology, NMSU
Acknowledgements Larry Michaelson www. teambasedlearning. org
A different perspective
GROSS PROFESSORIAL HAPPINESS
What I can do Class preps engaging and creative + Class time less demanding + Improve student learning and engagement TBL MAKES TEACHING MORE FUN!!
Team Based Learning DO
Course Grade
Individual Course Grade
Team Individual Course Grade
Team Peer Evaluations Individual Course Grade
Sample in-class activity Life in the Universe Dr. Nancy Chanover
Team Poster Session
Benefits of TBL
Light two candles with one match
Evidence of student engagement Med students (Kelly, et al. 2005) Engagement observed in lecture, PBL, TBL classrooms over 12 months. Student-to-student engagement: (TBL = PBL) > lecture Student-to-instructor engagement: TBL > PBL
Evidence of student learning Undergrad microbio (Mc. Inerney & Fink, 2003) Team quizzes added, then two team projects. Team quizzes improved engagement but not learning Team projects improved average performance on final exam.
Leveling the field
Four Elements of TBL Permanent Teams
Permanent teams
? Diverse teams ? ?
maximize team resources Diverse teams ? ?
maximize team resources Diverse teams minimize team liabilities ?
maximize team resources Diverse teams minimize team liabilities eliminate existing relationships
Form workshop teams
Team formation techniques • Line-up around classroom • Random teams – Team Maker • Survey scores – see Sample Questionnaire for Forming TBL Teams (BLUE) handout
Four Elements of TBL Holding students accountable
Readiness Assurance Tests
Readiness Assurance Tests Individual
Readiness Assurance Tests Individual Team
i. According to today’s workshop on team-based learning, which of the following is one of the four elements of team-based learning? A. Rotating team membership during the semester to maximize team diversity B. Students held accountable for reading before class C. Class time is spent on activities designed around what students should be able to learn and remember at the end of the course D. Instructors evaluate each student’s contributions to his/her team E. Two of the above
ii. Which of the following is NOT included in the Mission Design assignment discussed earlier? A. Assess planets for habitability B. Exploring potential landing sites on Mars. C. Compare relative merits of different types of spacecraft D. Design a mission related to astrobiology to a mystery planet E. Create and summarize a set of hypothetical findings of the mission that is reasonable given the characteristics of the mystery planet
Team Portion www. epsteineducation. com 1 scratch = 3 or 4 points 2 scratches= 2 points 3 scratches= 1 point 4 scratches= 0 points
Four Elements of TBL Peer Evaluations
Four Elements of TBL In-class activities
In-class activities Individual or team Used anytime
In-class activities Individual or team Used anytime Basic
In-class activities Individual or team Used anytime Basic Advanced
In-class activities Individual or team Used anytime Basic Advanced Culminating
Good team activities Significant problem Same question Specific choice Simultaneous response 4 S’s
Good in-class team activities Significant problem Same question Specific choice Simultaneous response 4 S’s
Best version? Most important characteristic? 4 S’s Significant problem Same problem Specific choice Simultaneous report
SIMULTANEOUS REPORT
Best version? Most important characteristic? 4 S’s Significant problem Same problem Specific choice Simultaneous report
SIMULTANEOUS REPORT
www. teambasedlearning. org
Make teaching fun!
- Slides: 62