center for excellence in learning and teaching (celt) holly bender celt interim director of pff...
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Center for Excellence in Learning and Teaching (CELT)
Holly Bender CELT Interim Director of PFF
Welcome to the Afternoon Sessions of the Iowa State University University Teaching Seminar
CELT website http://www.celt.iastate.edu/ links to many teaching resources, e.g.
-where to publish scholarly teaching work-how to craft a great syllabus -technology and teaching -teaching grants -much more!
CELT is here to help you succeed in TeachingCELT is here to help you succeed in Teaching
Programming throughout each semester on teaching topics and technology
Monthly teaching and technology tips Bi-Annual newsletter Lending library on teaching One-on-one consultations Preparing Future Faculty Program Graduate Teaching Certificate program Located on the 3rd floor of Morrill Hall
CELT is here to help you succeed in Teaching!CELT is here to help you succeed in Teaching!
Essential Tips for SuccessfulTeam-based Learning
Holly Bender, DVM, PhD, Diplomate, ACVP
Professor, Veterinary Pathology
Interim Director, Preparing Future Faculty
Center for Excellence in Teaching and Learning
How many TA’s?Post Docs?How many in first teaching position?Not first, but less than 2 years of
teaching experience?Between 2 and 5 years?Between 5 and10 years?> 10 years?
Welcome New Faculty and TA’s!Welcome New Faculty and TA’s!
Powerful teaching/learning strategyCould spend many hoursShare a few key tipsMy experience, some researchDemonstrate strategies to use in your
classroom right away Invite you to add your wisdom
Team-Based LearningTeam-Based Learning
Holly Bender Professor, Department of Veterinary
PathologyCollege of Veterinary Medicine Interim Director of PFFTeam-based LearningCase-based LearningShare what works for me in classroom
IntroductionsIntroductions
DVM, PhD, Diplomate ACVPVeterinary Clinical Pathologist Michigan State - DVM Mixed animal practiceResidency - VT and UGAVirginia Tech - PhDVirginia Tech CVM faculty for 22 years ISU for 8 years
A Little About MeA Little About Me
Has been a favorite part of my job (Besides faculty development seminars)Developed over > 20 yearsLaboratory medicineData interpretation Hematology Blood Chemistry Urinalysis Cytology
Clinical Pathology (VPth 425)Clinical Pathology (VPth 425)
Laboratory Data InterpretationLaboratory Data Interpretation
http://www.montgomerycollege.edu/wdce/hsipics/phlebotomy02.jpg
Stuart L. VandeVenter- ISU CVM Class of 2004
"Going to Vet School is like drinking from a fire hose; You'll never take it all in."
How to help students maintain focus?Overwhelming amounts of informationThey will care when patients arrive
How to help students maintain focus?
How to help them care about essential information before it is an emergency
While there is an instructor to support learningPractice solving problems in a lower stakes
environmentYet high enough stakes so that they care
enough to think about itNeed to shift focus from me to studentsNeed to make it fun and interesting
How many have taught using teams?How many have taken classes with
teams?Bad experiences? Concerns?Successes?
Team-Based LearningTeam-Based Learning
If set up correctly:1. High levels of attendance2. High levels of engagement and
participation3. Encourages critical thinking4. Encourages collaboration
Team-Based LearningTeam-Based Learning
Essential TipsBreak into teamsPractice exercisesShare techniquesNeed a volunteer
Count and divide by 7
Today’s AgendaToday’s Agenda
1. Make teams as diverse as possible
2. Keep same teams throughout the course
3. Give the students a voice in assigning weights of the components
4. Create exercises that include both individual and group accountability
5. Develop rigorous assignments that require team interaction
6. Use the 4 S’s1. Have all teams work on the Same problem
2. Make it Significant to your students and your discipline
3. Students make a Specific choice
4. Simultaneously by all teams
7. Give course credit for outcomes that you want to reinforce
8. Complete team exercises in class
9. Encourage appeals
10. Have a peer evaluation component
Essential tips- summaryEssential tips- summary
Great resources on Website http://teambasedlearning.apsc.ubc.ca/ See handout when get to team folder
Books Team-Based Learning: A Transformative Use of Small Groups in College
Teaching, edited by Larry K. Michaelsen, Arletta B. Knight,and L. Dee Fink. Stylus Publishing, Sterling VA
Team-Based Learning for Health Professions Education A Guide to Using Small Groups for Improving Learning. Eds. Larry K. Michaelsen , Dean X. Parmelee , Kathryn K. McMahon , Ruth E. Levine, (2007) Sterling, VA: Stylus Publishing
Team-based Learning: A Transformative Use of Small Groups in College Teaching. Eds. Larry K. Michaelsen, Arletta Bauman Knight, L. Dee Fink. (2004) Sterling, VA: Stylus Publishing. Can access e-version through ISU library
6 years of TBL implementation in Clinical Pathology
TBL Community and ResearchTBL Community and Research
TBL adapted from Larry Michaelsen
Is now a national and international movement
1. Make teams as diverse as possibleTeams should be heterogeneousStudents learn from other studentsDiverse teams generate more alternative solutions and better quality decisions.Best learning comes from teaching others Sort by a diversity that is meaningful to your class In Clinical Pathology, it is career path
Students backgrounds vary accordingly Process often sorts automatically by background
If you had to make a decision today…If you had to make a decision today… Small animal practice Food animal practice Equine practice Mixed animal practice Research Academic Industry position Government Zoo or wildlife Exotic companion animal
1. Make teams as diverse as possibleUndergrad courses students often sorted by –
Major, Year in school, Previous experienceAnxiety about subject matter# of credits taken
Let’s Model Forming Teams-ISU Colleges(need that count now…)
Let’s Model Forming Teams-ISU Colleges(need that count now…)
1. Agriculture and Life Science
2. Business
3. Design
4. Engineering
5. Graduate
6. Human Sciences
7. Liberal Arts and Sciences
8. Veterinary Medicine
9. Other
1. Agriculture and Life Science
2. Business
3. Design
4. Engineering
5. Graduate
6. Human Sciences
7. Liberal Arts and Sciences
8. Veterinary Medicine
9. Other
Once teams form, Find sticker on seat Arrange team stickers in circles, rectangles Sit together every class Works in large classes or small Fill out team folder Name, nickname Associates names with teams for records Excellent way to learn names Please find a tent card in the team folder and write your
name on it
Team FoldersTeam Folders
Team FoldersTeam Folders
Excellent way to distribute paperStuff papers in folder prior to classA team member picks up at front table
each classReturns at end of classSaves class time, reduces chaos
2. Keep teams throughout the course
Teams develop cohesiveness as course progresses
Work out dynamics between membersAggressive vs. passive
Exercise design can support this
2. Keep teams throughout the courseStable groups outperform temporary ones:
Koppenhaver, G. D. and Shrader, C. B. Structuring the classroom for performance: Cooperative learning with instructor-assigned teams. Decision Sciences Journal of Innovative Education, Vol. 1, No. 1, 2003, pp. 1-21.
Team size: Suggested size from 5-7 studentsToo small, not enough exchangeToo big- tend to divide up into two smaller groups
3. Give the students a voice in assigning weights of the various components Helps students feel empowered in processFishbowl techniqueDecide % weight
Individual scoreTeam scorePeer evaluation score
Can place limitsSome instructors spend a lot of time on thisHint* Time it to happen 10-15 min before lunch
Setting grade weights
What are the ideal grade weights in your opinion?
1. Individual
2. Team
3. Peer evaluationDiscuss this in your groupSend a team representative to front
In past 20 years, over 99.95% of the teams have outperformed their
best member by an average of nearly 14%
In fact, the worst team typically outperforms the best student in the
class!
Michaelsen et al, 1989
4. Create exercises that include both individual and group accountability
Clin Path: 2 quizzes on case homeworkStudents take quiz individuallyThen take quiz as teamIndividual student score assures accountabilityMost of learning happens in team quizStudents defend answer to teammatesAll members of team gets same team scoreAggressive students learn to listenQuiet students learn to speak up
5. Develop rigorous assignments that require team interaction
Application assignments vary greatly by discipline
Community exchange via listserv and books
CASE Discussion 11
5. Develop rigorous and unique assignments that require team interaction QuizRead through case dataTake 5 point multiple choice quizTake first individuallyFill out bubble sheet
In the past….
Paper quizzesBubble sheetsLots of paperLogistical problemsTechnical problems
5. Develop rigorous and unique assignments that require team interaction Recently WebCT on tablet computers5 minute rule
Followed by quizzes on cases
First take individually
Post on WebCTStudents print to OneNote
Mark up data
Answer questions on WebCT
Follow by taking same quiz as teamStudents convince each other of rationale
Lots of learning here
Team grade and individual grade
Significant Problem
Same Problem
Specific Choice
Simultaneous Report
6. Use the 4 S’s
6. Use the 4 S’s
Take again as teamNegotiate answersConvince others of rationale to make specific
choiceThis is team scoreThis is where aggressive students learn to listenQuiet students learn to speak upOne wrong answer away from doing so
Convene as a class and teams answer simultaneously
Draw team #’s out of jarCalling on teams Not as threatening as individualsChallenge various teams to defend their answersHelps students engage- help teammatesGive them time to do soI purposely do not give them answersTeams convince each otherFigure out key together
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3
6. Use the 4 S’s
Alternately for teams- Use If-At form-- scratch off correct answers
Immediate feedback
Team exercises with clickers
Also can do clicker work I like to use one clicker per team ISU uses TurningPoint ClickersGreat for reinforcing difficult points in
classNow alternately a Web versionCan be used on a laptop- over IPOr smart phone
7. Give course credit for outcomes that you want to reinforce
So many complain that veterinary students are too “point oriented”
Veterinary students love pointsWhy fight it?Give credit for what I valueNot necessarily a bad thing I give credit for everything that I valueHundreds of points in courseStudents do the work
8. Complete team exercises in class
Out-of-class team work encourages “divide and conquer”
Does not encourage team interactionIn class team work is more feasible for
interactionIn class team work simulates a real-life
decision environment
9. Encourage appeals
See handoutIf do not agree with instructor24 hours to appeal answer
10. Have a peer evaluation componentMost have prior experience with free
ridersAssures accountabilityBest if anonymousDeveloped online evaluationMidterm practice, final countsThis will help eliminate “free riders” or
“social loafers.”Possible methods: http://teambasedlearning.apsc.ubc.ca/?page_id=176
AcknowledgementsAcknowledgements
Dr. Larry Michaelsen, U of Central Missouri
Dr. Brad Shrader ISU, BusinessDr. Jim Sibley, University of British
Columbia
