Creating Effective Team Assignments for Team Based Learning

1. 1 Creating Effective Team Assignments for Team Based Learning

2. 2 Agenda Quick Review of TBL 4 key principles 3 step instructional sequence Application Exercises 3 S�s for TBL exercises Some Examples Developing TBL in-class exercises Facilitating Classroom Discussion Developing facilitation plans Summary, Peer Feedback and Discussion

3. 3 Typical TBL Course Objectives Ensure that students master the course subject matter Develop student ability to use course concepts in thinking and problem solving Prepare students to be life-long learners Develop students� interpersonal and team interaction skills Have students enjoy the course

4. 4 4 TBL Key Principles

5. 5 3 Step Instructional Sequence

6. 6 Playing to the Strengths of Teams Teams can be good at: Making Decisions Arriving at Consensus Discussion of supporting rationales Defense of their decisions We need to develop assignments that play to these natural strengths of teams.

7. 7 Team-Based Learning Heterogeneous and diverse teams Clear, specific, and widely shared team goals (encourages group cohesion) Sufficiently difficult activities that are meaningful. Regular, descriptive, specific, relevant, timely and usable peer feedback. Simultaneous reporting to allow immediate and simple comparisons of thinking and decisions making relative to other teams.

8. 8 In-class Team Application Exercises

9. 9 3 S�s of Successful TBL Exercises

10. 10 Application ExercisesProcess Model

11. 11 List the mistakes that writer frequently make that detract from their efforts to write in an active �voice�  Read the following passage and identify a sentence that is a clear example of: a) active, and b) passive �voice�.  Read the following passage and identify the sentence in which the passive �voice� is used most appropriately.

12. 12 List the mistakes that developers frequently make that detract from their efforts to create well normalized database models Review the following database models and identify a model that is a clear example of: a) poor normalization, and b) good normalization Review the following database models and identify the model that normalization is used most appropriately

13. 13 Assignment Phrasing Affects Individual Thinking, Intra/Inter Team Discussion �Make a list� Low cognitive skills Low commitment to output Low accountability �Make a specific choice� Focuses on �why?� Higher cognitive skills Higher commitment to output Higher accountability/cohesiveness

14. 14 Exercise: Prepare Ministerial briefing notes for press conference - Should we recommend approval of GMO crops for use in Canada? Part One Individual Assignment - 2 page briefing note SWOT Analysis Common questions, arguments and answers Part Two Team Assignment - 1 page briefing note Part Three What would your team�s recommendation be to the Minister?

15. 15

16. 16 As the Charge Nurse, you should:

17. 17 Application ExercisesDesign

18. 18 Designing Application Exercises 4 Questions to consider when designing TBL learning activities What do I want students to be able to do? What will they need to know to do it? What do they already know? (So I don�t have to teach it) How will I know that they know it?

19. 19 Dreaming up the Assignments Real, authentic problems (from the discipline) Decision will student have to make in the work place Practice in problem solving (the strategies of the discipline) Can use overly ambitious application question from RAP�s

20. 20 Dreaming up the Assignments Multi-step problems where consensus decision making is modeled within the Teams and between the Teams Allows students that may be new to problem-solving in the discipline to solve messy, complex, multi-stage problems Opportunity to check-in and get peer reassurance about their decisions and supporting rationales

21. 21 Assignment Examples Microbial Physiology Kinesiology Aerodynamics Computer Engineering Psychology of Sport Construction Management Mechanical Design

22. 22

23. 23 Backward Design Identify desired results Determine acceptable evidence Plan learning experiences and instruction

24. 24 TBL Backward Design Authentic, real problems having enduring value beyond the classroom Reside at the heart of the discipline (involve �doing� the subject) Require un-coverage (of abstract or often misunderstood ideas) Offer potential for engaging students

25. 25 TBL Backward Design Develop case or scenario Consider knowledge required to solve case Write some RAP questions specific to case Write learning objectives that pertain directly to the case or scenario helps students focus and prepare Select readings and create reading guides helps students focus and prepare

26. 26 Aspects of Good Assignments Production of a tangible output Impossible to complete without comprehension of course concepts Sufficiently difficult to eliminate completion by an individual member Majority of time engaged in activities Applicable to real world issues or problems (pragmatic/applied) Interesting and/or fun (ENERGY is the acid test for good exercises)

27. 27 Your TurnExercise Design

28. 28 Planning Application Exercises Reporting

29. 29

30. 30 TBL Reporting Discussions The Introduction Call attention Motivate students to discuss topic/idea Clarify the purpose of the discussion Explain importance and relevance of topic The Body Call attention to differences in student thinking What questions will be asked to enable students to meet objectives (SWOT or ORID) The Conclusion Summarize major ideas developed in the discussion; tie entire discussion together What are students supposed to take away Preview how knowledge learned will relate to topics to be discussed in future classes.

31. 31 Objective � facts, external reality Reflective � individual�s responses to facts Interpretive � significance/meaning for group Decisional � application, action, implementation, new directions ORID Reporting Model

32. 32 Problem Solving Models Problem Analysis Ability to Analyze Problem Goal Setting Ability to Identify Appropriate Criteria for Decision Making Identification of Alternatives Ability to Develop Alternative Choices Evaluation: Positive and Negative Consequences Ability to Evaluate the Positive and Negative Aspects of Alternative Choices Prior to Making a Decision

33. 33 SWOT Analysis Strengths Weaknesses Opportunities Threats Provide a clear discussion objective and start discussion with controversy

34. 34 Other Reporting Models 3 Questions What? Descriptive So what? Interpretive Now what? Application

35. 35 CORDS Model for Discussion Facilitation

36. 36 Content - Opportunity One Have students establish to facts of case Help students activate their prior knowledge Tie discussion of facts back to course content

37. 37 Opinion - Opportunity Two Make sure a diversity of views and opinions are heard Create opportunities for inclusivity Quiet students Students at risk Manage exclusivity Discussion dominators (typically the instructor)

38. 38 Rationale - Opportunity Three Investigate supporting rationales for team decisions Applicability of facts and opinions The limits to applicability Prioritizing of factors affecting decision

39. 39 Decisions - Opportunity Four Make sure all decisions are heard Investigate the level of consensus within teams Encourage narratives on groups discussion and decision making process Push students to consider the outcomes of their decisions

40. 40 Summation � Opportunity Five Review and integrate discussion themes If generalized model appears, ask for specific examples If specific example(s) are discussed, ask students to create a generalized model Reminding students of what they have learned Set stage for next exercise or module

41. 41 As the Charge Nurse, you should:

42. 42 CORDS Planning Content Definitions, Facts Codes of Ethics Hospital Policy Charting Requirements Opinions Safe inclusive questions �quickly lets get a show of hands� or �what was your first reaction to the question� Control of discussion dominators

43. 43 CORDS Planning Rationales Does the Codes of Ethics apply? 1 minute paper? Hospital Policy What does it state? What are your responsibilities? Interpersonal Issues Describe the behaviours and are they appropriate? Decisions What was your decision? Is there a difference between what is the �right thing� to do and the �correct thing� to do Can circumstance change the applicability of rules?

44. 44 CORDS Planning Summation Code of Ethics Hospital Policy Charting Requirements Appropriateness of PRN type order Doctor/Nurse relationship Patient/Nurse relationship Should the Nurse been pro-active in reviewing the Doctors work? Doing the �right thing� or doing the �correct thing� or are they the same thing?

45. 45 Assessment Options Team Summary 1 page reflective summary Your team decision Did your group reach consensus easily? Two most compelling supporting factors Most important confounding consideration Was your decision changed by the discussion? What was a factor that your group did not fully consider that was revealed in the discussion?

46. 46 Reporting Strategies Hand Paddles Stacked Overheads Pin in a map/Post-it-Notes Classroom Response Systems Excel Charts Short Summaries � post around room with post-it note commenting

47. 47 Rubric for the Six Facets of Understanding �Criteria for each facet: Explanation ? accurate Interpretation ? meaningful Application ? effective Perspective ? credible Empathy ? sensitive Self-knowledge ? self-awareness

48. 48 Running Application Exercises How does a teacher set up good application exercises that will help students learn how to think about and use the course material to make meaningful decisions? A critical part of this process is enabling each team to get feedback on its own thinking from other teams in the class.

49. 49 Your TurnFacilitation Planning

50. 50 TBL Assessment Final Thoughts Reflective team summary Team consensus document Plan summary and peer critique Peer evaluation

51. 51 Use authentic problems Create choices that require the measured application of course concepts Activate prior knowledge Plan an effective reporting strategy Plan reporting CORDS Planning for possibility of class consensus, optional milestones, summation planning Accept that some exercises will fail TBL Exercises Final Thoughts

52. 52 Importance of orienting students to TBL Assigned readings and reading guides Readiness Assurance Process Creating the MCQ tests Planning RAP logistics In-Class Application Exercises Creating application exercises Planning reporting events Other Advice: Start small � RAP�s, some lectures, some in-class team exercises Old quiz question or text book question banks Traditional homework assignments, midterms and exams TBL Final Thoughts

53. 53 http://www.learning.apsc.ubc.ca/tbl http://www.teambasedlearning.org

54. 54

55. TBL Large Classes Final Thoughts Logistics.You need a good web site, a good e-mail distribution list, clear instructions for all assignments, and most importantly, a clear chain of command for student questions/issues  Teaching Assistants.How many TAs will you have? This is a crucial issue, because I rely on the TAs to get to know the teams and manage many issues. (A typical semester for my methods course would be 42 teams of 6 each. I started with 3 TAs and subsequently petitioned and got 4.) Maintaining order in class.TBL results in much higher attendance than with the lecture format in large lecture classes. And since teammates get to know each other, during non-team instructional segments students who feel bored or disengaged are tempted to talk rather than sleep or skip. My TAs roam the section of the room where their teams are located not only during team exercises, but when student attention is required as well. Setting Grade Weights.Surprisingly, I was able to make this work with 40-42 teams! It helped that I had experience managing the "setting grade weights" exercise in smaller classes first. (In large classes, I explicitly introduce the concept of "creating alignment" - deliberate compromise for the sake of the class). Getting Started Early.It's hard to get started early (week 2) with teams in non-required classes. Non-required classes tend to have more adds and especially drops right up until the last possible day. I usually form teams in week 2 but then have to deal with drop/adds for a while. Drops are worse than adds, but it pays to know the deadlines and plan for them. "Getting to Know You."I have added an early team assignment to all my TBL courses - one of the few done outside of class. Teams begin the semester with a social event (dinner, bowling, coffee). I believe that getting related early in the semester greatly accelerates the transition from group to team. They can select a team name, the team stance on grade weights, and discuss the peer eval procs and crits. (The written team deliverable for this exercise is simply a one page paper listing 3 things the team learned about each teammate.) An additional advantage - students love this assignment.Other issues I have some thoughts about include logistics for:�- forming teams�- administering RATs�- in-class team assignments�- etc.