center for excellence in learning and teaching (celt) holly bender celt interim director of pff...

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

1

2 58

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

Questions? Comments?hbender@iastate.eduPlease contact me for more

Questions? Comments?hbender@iastate.eduPlease contact me for more