enhancing graduate student teaching preparation through a team-based learning approach

ENHANCING GRADUATE STUDENT TEACHING PREPARATION THROUGH A TEAM-BASED

LEARNING APPROACH

MICHELLE RODEMS, PH.D.

MICHELLE.RODEMS@LOUISVILLE.EDU

MARIE KENDALL BROWN, PH.D.

MARIE.BROWN@LOUISVILLE.EDU

UNIVERSITY OF LOUISVILLE

READINESS ASSURANCE TEST (RAT)

TEAM FORMATION TIPS

1. FORM TEAMS WITH 3 TO 4 GROUP MEMBERS

2. TEAM MEMBERS SHOULD BE DIVERSE IN ABILITY

3. COMMON BLOCKS OF TIME FOR OUTSIDE OF CLASS MEETINGS

4. AVOID ISOLATING AT-RISK STUDENTS, ESPECIALLY IN THE FIRST YEAR OF

THE CURRICULUM

5. COLLECT DATA BEFORE YOU FORM TEAMS ON THE FIRST DAY OF CLASS

(CF., GETTING TO KNOW YOU FORM, OAKLEY ET AL., 2004, PP. 24-25)

6. ANNOUNCE TEAMS ON THE 2ND DAY OF CLASS

MINI-LECTURE: GTA ACADEMY & TEAM-BASED LEARNING

TEAM-BASED LEARNING USES

SMALL GROUPS AS THE

PRIMARY IN-CLASS ACTIVITY,

AND INCORPORATES

ACTIVITIES AND PROCESSES

THAT RESTRUCTURE THE

LEARNING EXPERIENCE

ACCORDINGLY (MICHAELSON,

BAUMAN KNIGHT, & FINK,

2000).

FOUR ESSENTIAL PRINCIPLES OF TEAM-BASED LEARNING

• GROUPS MUST BE PROPERLY FORMED AND MANAGED

• STUDENTS MUST BE MADE ACCOUNTABLE FOR THEIR

INDIVIDUAL AND GROUP WORK

• GROUPS ASSIGNMENTS MUST PROMOTE BOTH LEARNING

AND TEAM DEVELOPMENT

• STUDENTS MUST HAVE FREQUENT AND TIMELY

PERFORMANCE FEEDBACK

OUR CHALLENGE: THE “M”

Traditional TBL Modified TBL for GTA Academy (MBTL)

Outside of class Outside of class

Readings for prep (30-50 pgs) Question to consider

In class 1-1.5 hrs 30-45 min

Readiness Assurance Process (RAP):

Individual test, same test as team,

appeals

Individual assessment/reflection, group assessment/reflection, w/faculty

mentor/alumni/facilitator providing thoughts and feedback, discussion in

the large group w/presenter clarification

Mini-lecture Mini lecture – designed to clarify knowledge, refine knowledge, correct

knowledge

In class 3-5 class meetings 1 hour

Application activities Application activities “The most fundamental aspect of designing effective

team assignments is ensuring that they truly require group interaction. In

most cases, team assignments will generate a high level of interaction if

they require teams to use course concepts to make decisions that involve a

complex set of issues, and enable teams to report on their decisions in a

simple form.”

Teams significant problem, significant

choice Teams goal problem, choice

Same problem, report all together Similar problem, report all together

MTBL INTEGRATION

PRE-ACADEMY

• FACILITATORS WORK THROUGH MTBL

FORMAT

• FACILITATORS, PRESENTERS, FACULTY

MENTORS TALK THROUGH PROCESS &

CONTENT OF MTBL

• MTBL INTEGRATED INTO PRE-ACADEMY

SURVEY

FALL

• MTBL INTRODUCED TO STUDENTS IN

FIRST SESSION

SPRING

• MTBL INTEGRATED INTO POST-ACADEMY SURVEY AND FINAL REFLECTION

• MTBL INCLUDED IN POST-ACADEMY SURVEY FOR INSTRUCTORS AND PRESENTERS

THROUGHOUT

• MICHELLE SERVES AS CONSULTANT TO ASSIST EACH PRESENTER WITH MTBLRESTRUCTURING

• MTBL ASSESSED MID-YEAR AND THROUGHOUT AND ADJUSTMENTS MADE

POST-ACADEMY

• MTBL INCLUDED IN POST-ACADEMY DEBRIEF

LESSONS LEARNED

Evidence Lessons Learned

2011-2012 26 admitted/20 completed = 77% retention

2012-2013 30 admitted/22 completed = 73% retention

2013-2014 33 admitted/27 completed = 81% retention

Retention of more students

LESSONS LEARNED

Evidence Lessons Learned

Value of faculty mentors = See faculty as humanAsk and respond to questions = Not so fully “expert,” Could be vulnerable Role = Be a learner alongside studentsValidation/normalization of professional development

Better faculty integration

LESSONS LEARNED

Evidence Lessons Learned

“I’ve really learned the value of well-crafted group work. I HATED group work, but this experience really brought me around.”

Observed and qualitative indicators of benefits of group work

LESSONS LEARNED

Evidence Lessons Learned

• 38% increase in pre-post-confidence of exploring new instructional technologies

• “I thought I wouldn’t like this but I really did! I learned so much. Now I routinely use TED Talks and Prezi in my job and teaching.”

Overall positive response to instructional technology project

LESSONS LEARNED

Evidence Lessons Learned

“I think it would be nice to have more ability to work with different people each meeting.”

Students want to get to know other students beyond their regular team

LESSONS LEARNED

Evidence Lessons Learned

“TBL was a bit of a challenge to shift my work, but it was well supported … and the process ended up being a great addition to the sessions I led.”

MTBL requires support and structure to be successful

A FEW WORDS ABOUT THE COLLABORATIVE-COOPERATIVE LEARNING CONTINUUM

Casual Use[Think-Pair-Share]

Cooperative Learning[In-Class Case Study Exercise]

Team-Based Learning[Community-based

Learning]

Low Structure High Structure

CASE STUDY

DEBRIEF & QUESTIONS

RESOURCES

• BARKLEY, E. F., CROSS, K. P., & MAJOR, C. H. (2005). COLLABORATIVE LEARNING

TECHNIQUES. SAN FRANCISCO, CA: JOSSEY-BASS.

• MICHAELSON, L K., BAUMAN KNIGHT, A., & FINK, L. D. (EDS.) (2002). TEAM-

BASED LEARNING: A TRANSFORMATIVE USE OF SMALL GROUPS. WESTPORT, CT:

PRAEGER.

• OAKLEY, B., FELDER, R. M., BRENT, R., & ELHAJ, I. (2004). TURNING STUDENT

GROUPS INTO EFFECTIVE TEAMS. JOURNAL OF STUDENT CENTERED LEARNING,

2(1), 9-34.