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Teaching Food Science Using Team-based Learning

Teaching Food Science Using Team-based Learning. Joye M. Bond, PhD, RD Department of Family Consumer Science. Background. Food Science (FCS 340) = Frustration! “Designing Courses for Significant Learning” Workshop—Dee Fink & Associates. Shift to a learning-centered course perspective.

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Teaching Food Science Using Team-based Learning

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  1. Teaching Food Science Using Team-based Learning Joye M. Bond, PhD, RD Department of Family Consumer Science

  2. Background • Food Science (FCS 340) = Frustration! • “Designing Courses for Significant Learning” Workshop—Dee Fink & Associates

  3. Shift to a learning-centered course perspective • Team-Based Learning Model • Michaelsen, LK, Knight, AB and Fink, LD. 2004. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publ., Sterling, VA

  4. Team-Based Learning Instructional Activity Sequence (for each unit) 1 hour + or - A few minutes to several hours (Integrative) 6. Application/Critical Thinking-focused Activities & Problems Readiness AssuranceDiagnosis-Feedback Application of Course ConceptsDevelopment of Students’ Critical Thinking Skills Preparation(Pre-class) 1. Individual Study 2. Individual Test 5. Instructor Input 3. Team Test 4. Written Appeals (teams) • Readiness Assurance Process Ensures: • Effective and efficient content coverage. • Development of real teams and team interaction skills. • An experience-based insight about the value of diverse input. • Development of students’ self-study & life-long learning skills. • Class time to develop students’ application/critical thinking skills.

  5. The larger type-size reflects the amount of class time used for each activity—the larger the type, the greater the class time used. Learning Objective: Mastery of course subject matter Traditional Lecture Class discussion Individual study TBL Pre-class individual study Readiness Assurance Process (IRATS & TRATS)

  6. Learning Objective: Develop ability to use course content in thinking and problem solving Traditional Class discussion Individual exams/projects Group presentations or papers (work done outside class) TBL In-class team work (problem-based discussion within group) Individual exams/projects

  7. Learning objective: Enhance interpersonal and team interaction skills Traditional “Sink or swim” (Since any group work is usually outside of class, instructor can’t help students learn from working in a team) TBL In-class team work (Tasks require cooperation; feedback and rewards for both individual and group performance are provided)

  8. Learning objective: Prepare to be a life-long learner Traditional (counterproductive) Adapted from Team-Based Learning by Michaelsen, Knight, & Fink TBL Active learning (Exposes students to multiple learning strategies; learners become confident & resourceful)

  9. Learning objective: Enjoy the course! Traditional Course is well-organized Instructor delivers content with enthusiasm and “style” Lectures supported with high quality visuals, etc. TBL Team assignments that are interesting, relevant, and challenging Immediate feedback Friendship & social support

  10. Introduce class to TBL • PPT • Explain why • Team Rules (H/O-1) • “Getting to Know You” (H/O-2)

  11. Set up Your Teams • Consider both assets and liabilities • Diverse • Fairly large (6-7) • Teacher sets up the teams

  12. Pre-class Individual Study • “Flipped” classroom • Pre-assigned reading • Individual and team accountability

  13. IRAT • “Individual Readiness Assessment Test” • 20 MC questions on pre-assigned reading material (a unit) • Individual Accountability

  14. TRAT • “Team Readiness Assessment Test” • Same as IRAT, but taken as a team • Both scores count • Team accountability • Peer assessment (H/O-3)

  15. Written Appeals • After both IRAT and TRAT are completed, teams can appeal an answer (written) using a pre-set procedure (H/O-4)

  16. Instructor Input after RATs • Appeals are accepted or rejected • Clarification of any unclear concepts

  17. Team Questions (TQs) • Need to promote learning and team interaction • Use course concepts to solve problems (H/O-5) • Promotes lifelong learning • Sometimes use “mini-lectures” before the TQs to explain important concepts

  18. Instructor Input for Team Questions • Available to answer questions • If there seems to be confusion, I sometimes do another “mini-lecture” at the end of class or beginning of next class addressing those issues • TQ rubric (H/O-6)

  19. Results so far… • Excitement! • Student ownership of their learning & that of their peers ( TRATs & peer assessment) • Using higher level thinking skills

  20. Ongoing changes… • More immediate feedback on tests and team questions • More mini-lectures & videos for clarification • Rescheduling of lab and class time to better accommodate the process • Better structuring of team questions so teams work together • Better assessment of individual learning

  21. Additional Resources • Fink, LD. 2003. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass , San Francisco, CA • Michaelsen, LK, Parmelee, DX, McMahon, KK, Levine, RE. (Eds.) 2007. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publ., Sterling, VA • http://www.teambasedlearning.org/ • http://www.designlearning.org/ • Dr. Mary Hadley, Department of Chemistry, Facilitator for TBL in CETL

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