2 0 1 4 C O N F E R E N C E O N H I G H E R E D U C AT I O N P E D A G O G Y

INCREASING STUDENT OUT-OF-CLASS PREPARATION AND IN-CLASS

COLLABORATION USING TEAM-BASED LEARNING

Kerry Fay Vandergrift & Alice King-InghamRadford University, School of Social Work

GOALS FOR THIS SESSION

After completing this session, participants will be able to:• Describe Team-Based Learning (TBL), including what

it is and evidence of its efficacy.• Use three approaches to forming Teams and describe

why instructor-based team formation is important. • Administer readiness assessments using the

Immediate Feedback Assessment Technique (IF-AT).• Describe the importance of real-world application

techniques used in the TBL classroom. • Understand the importance of peer-evaluation to TBL

and how to conduct peer-evaluations.

WHAT IS TBL?

Uses individual preparation, group collaboration, and immediate feedback.• Permanent, instructor assigned teams

(DEMO)• Out-of class preparation• Individual and team assessments (iRat and

tRat) and appeals (DEMO)• Mini-lectures • Real world applications• Peer assessment

WHY TBL?

• Student accountability for preparation—individually and to team members• Bloom’s taxonomy—progress using steps in TBL• Initial understanding of content acquisition is

outside of the classroom, leaving more time for application and creation• Multiple chances and methods to learn content• Increase skills required for collaboration• Allows immediate feedback from instructor• Can be used with very large class sizes• Success in many settings

FORMING TEAMS

• Permanent, instructor assigned teams• 5-7 team members• Diverse and equivalent in abilities• Sort criteria defined by the instructor, e.g.,

grade in a prerequisite course, social relationships

• How to form teams• CATME http://info.catme.org/ • Excel spread sheet• Old-fashioned sorting paper• In-class (demonstration)

SOWK 350: Team Formation

Name:

These responses will be used to form teams for this course. The responses will only be shared with the professor; your classmates will not see the responses.

1. What is your overall GPA? ________

2. What is your social work GPA? ________

3. What grade did you earn in STAT 200 or equivalent? If you are currently enrolled in STAT 200, write “S14”. ________

For each question, circle one number or answer.

4. How strongly do you identify with being a group leader?

Very strongly __________________________________Not strongly

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5. Are you more introverted or more extroverted?

Very introverted ______________________________ Very extroverted

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6. How do you think you will do in this research course?

Very well ______________________________________Not very well

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7. How anxious are you about the content of this course?

Not at all anxious ___________________________Extremely anxious

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8. How would you rate your ability to comprehend and retain difficult reading material?

Excellent __________________________________ Poor

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OUT OF CLASS PREPARATION

• Textbooks and other assigned readings• Viewing videos• Listening to pre-recorded lectures •Watching pre-recorded demonstrations• The “flipped classroom”

IRATS AND TRATS USING THE IF-AT

• Individual and team readiness assessments•Multiple choice•Not every class• iRat—online or in-class• tRat—in-class using an IF-AT• IF-AT video• Appeals

MINI-LECTURES

•Responsive to problem areas or concepts•Bridge to application

REAL WORLD APPLICATIONS

•Significant problem•Same problem•Specific choice•Simultaneous report (cards, white boards)

May take place over multiple class sessions

PEER ASSESSMENT

Quantitative and qualitative peer assessment at mid-term and end of semester• Online using CATME

system• Paper• Submitted to course

management system

Students receive qualitative feedback from peers and have a chance to improve before the end of the semester

Often texting

Valuable input—would love to hear

more from her!

Seems easily sidetracked

BONUS TBL APPROACHES

•Determining weight of grades• In-class preparation for assigned readings• …