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Using Team Based Learning Strategies to Increase Student Success in Chemistry Courses

Using Team Based Learning Strategies to Increase Student Success in Chemistry Courses. Tracy Knowles, Chad Mueller Bluegrass Community and Technical College Lexington KY. Team-Based Learning(TBL) Workshop Topics. Team Formation Course Design Structure of TBL Team Testing

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Using Team Based Learning Strategies to Increase Student Success in Chemistry Courses

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  1. Using Team Based Learning Strategies to Increase Student Success in Chemistry Courses Tracy Knowles, Chad Mueller Bluegrass Community and Technical College Lexington KY

  2. Team-Based Learning(TBL) Workshop Topics • Team Formation • Course Design • Structure of TBL • Team Testing • Application Projects • Peer Evaluation • Data

  3. Team Formation • Three principles guiding team formation • Use teacher selected teams • Create diverse teams by spreading assets and liabilities • Make the selection process transparent

  4. Team Formation • Group lone wolves using multiple choice question (Byrnes, Teaching Professor, Vol.21 #5, May 2007) Think about your experience working in groups and select the one response that best fits your prior experience. a. I enjoy working in groups because my group members usually help me understand the material and tasks. b. I question the value of group work for me, because I usually end up doing more than my fair share of the work. c. I have little or no experience working in groups. d. I have a different experience than the choices given above. Describe.

  5. Now we will form teams…

  6. Team Question #1 • If you were to interview your students five years after the completion of your course, what would be most important for them to be able to DO as a result of having completed the course? Think about this question individually for 5 minutes then come together with your team and choose your team’s top 5 knowledge and/or skill based outcomes.

  7. Essential TBL Principles • Primary learning objectives shift from information acquisition to concept application • Teacher role shifts from lecturer to coach/guide • Student role shifts from passive recipients to active participants and collaborators • Students are made accountable for individual and group learning • Team assignments promote both learning and team development

  8. TBL Module Structure • Break time • Read BCTC TBL handout • Will take individual and team test over handout when you return

  9. Peer Evaluation

  10. BCTC Preliminary Data • How has the TBL curricular development impacted student achievement (both student performance and total unsatisfactory achievement—D,E,W %)? • Improvements in TUA. • CHE 170 improved 13%from 54% to 41% • CHE 180 improved 16% from 45% to 29%

  11. BCTC Preliminary Data • How has the TBL curricular development impacted student achievement (both student performance and total unsatisfactory achievement—D,E,W %)? • Improvements in student performance on embedded questions in Chemistry • CHE 170 improved 6% from 65% (avg score from all lecture sections Fall 08-Spring 10, 11 sections, 312 students, range 62-69%) to 71% (avg score from all TBL sections 2010-2011, 13 sections, 300 students, range 63-80%) • CHE 180 improved 14% from 57% (avg score from all lecture sections Fall 08-Fall 10, 6 sections, 146 students, range 53-66%) to 71% (avg score from all TBL sections 2010-2011, 5 sections, 131 students, range 68-73%)

  12. BCTC Preliminary Data • Progress of a Faculty Member new to TBL

  13. Resources http://www.teambasedlearning.org/ ISBN: 978-1579220860 Larry Michaelsen http://www.designlearning.org/ ISBN: 978-0-7879-6055-1 L. Dee Fink

  14. Resources http://www.epsteineducation.com/home/ IFAT Forms ~$100 per 500 forms http://bctctbl.wikispaces.com/ BCTC Wiki

  15. Team TBAT Project • Your team will create a TBAT which meets all of the 4S’s. • Your project should include: • Topic/module—unit conversions • Real-life scenario—athletes using supplements • Task—what will the students do?—calculate g/L • Report—how will they simultaneously report?—chart paper reporting

  16. TBAT cheat sheet • 4S’s • Significant Problem • Same Problem • Specific Choice • Simultaneously report • Ways to simultaneously report • Voting cards (A, B, etc.) • Gallery walks • Hot seat reporting • Charting—Excel or overhead • Cut and paste reporting

  17. Thank you for your participation!!! • Tracy Knowles— tracy.knowles@kctcs.edu 859-246-6460 • Chad Mueller— chad.mueller@kctcs.edu 859-246-6551

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