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2014 Conference on Higher Education Pedagogy

Increasing Student Out-of-Class Preparation and In-Class Collaboration using Team-Based Learning. 2014 Conference on Higher Education Pedagogy. Kerry Fay Vandergrift & Alice King-Ingham Radford University, School of Social Work. Goals for this session.

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2014 Conference on Higher Education Pedagogy

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  1. Increasing Student Out-of-Class Preparation and In-Class Collaboration using Team-Based Learning 2014 Conference on Higher Education Pedagogy Kerry Fay Vandergrift & Alice King-Ingham Radford University, School of Social Work

  2. 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.

  3. 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

  4. 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

  5. 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 • CATMEhttp://info.catme.org/ • Excel spread sheet • Old-fashioned sorting paper • In-class (demonstration)

  6. Out of class preparation • Textbooks and other assigned readings • Viewing videos • Listening to pre-recorded lectures • Watching pre-recorded demonstrations • The “flipped classroom”

  7. 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

  8. Mini-lectures • Responsive to problem areas or concepts • Bridge to application

  9. Real world applications • Significant problem • Same problem • Specific choice • Simultaneous report (cards, white boards) May take place over multiple class sessions

  10. Peer assessment Valuable input—would love to hear more from her! 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 Seems easily sidetracked

  11. Bonus TBL approaches • Determining weight of grades • In-class preparation for assigned readings • …

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