enhancing graduate student teaching preparation through a team-based learning approach
TRANSCRIPT
ENHANCING GRADUATE STUDENT TEACHING PREPARATION THROUGH A TEAM-BASED
LEARNING APPROACH
MICHELLE RODEMS, PH.D.
MARIE KENDALL BROWN, PH.D.
UNIVERSITY OF LOUISVILLE
READINESS ASSURANCE TEST (RAT)
TEAM FORMATION TIPS
1. FORM TEAMS WITH 3 TO 4 GROUP MEMBERS
2. TEAM MEMBERS SHOULD BE DIVERSE IN ABILITY
3. COMMON BLOCKS OF TIME FOR OUTSIDE OF CLASS MEETINGS
4. AVOID ISOLATING AT-RISK STUDENTS, ESPECIALLY IN THE FIRST YEAR OF
THE CURRICULUM
5. COLLECT DATA BEFORE YOU FORM TEAMS ON THE FIRST DAY OF CLASS
(CF., GETTING TO KNOW YOU FORM, OAKLEY ET AL., 2004, PP. 24-25)
6. ANNOUNCE TEAMS ON THE 2ND DAY OF CLASS
MINI-LECTURE: GTA ACADEMY & TEAM-BASED LEARNING
TEAM-BASED LEARNING USES
SMALL GROUPS AS THE
PRIMARY IN-CLASS ACTIVITY,
AND INCORPORATES
ACTIVITIES AND PROCESSES
THAT RESTRUCTURE THE
LEARNING EXPERIENCE
ACCORDINGLY (MICHAELSON,
BAUMAN KNIGHT, & FINK,
2000).
FOUR ESSENTIAL PRINCIPLES OF TEAM-BASED LEARNING
• GROUPS MUST BE PROPERLY FORMED AND MANAGED
• STUDENTS MUST BE MADE ACCOUNTABLE FOR THEIR
INDIVIDUAL AND GROUP WORK
• GROUPS ASSIGNMENTS MUST PROMOTE BOTH LEARNING
AND TEAM DEVELOPMENT
• STUDENTS MUST HAVE FREQUENT AND TIMELY
PERFORMANCE FEEDBACK
OUR CHALLENGE: THE “M”
Traditional TBL Modified TBL for GTA Academy (MBTL)
Outside of class Outside of class
Readings for prep (30-50 pgs) Question to consider
In class 1-1.5 hrs 30-45 min
Readiness Assurance Process (RAP):
Individual test, same test as team,
appeals
Individual assessment/reflection, group assessment/reflection, w/faculty
mentor/alumni/facilitator providing thoughts and feedback, discussion in
the large group w/presenter clarification
Mini-lecture Mini lecture – designed to clarify knowledge, refine knowledge, correct
knowledge
In class 3-5 class meetings 1 hour
Application activities Application activities “The most fundamental aspect of designing effective
team assignments is ensuring that they truly require group interaction. In
most cases, team assignments will generate a high level of interaction if
they require teams to use course concepts to make decisions that involve a
complex set of issues, and enable teams to report on their decisions in a
simple form.”
Teams significant problem, significant
choice Teams goal problem, choice
Same problem, report all together Similar problem, report all together
MTBL INTEGRATION
PRE-ACADEMY
• FACILITATORS WORK THROUGH MTBL
FORMAT
• FACILITATORS, PRESENTERS, FACULTY
MENTORS TALK THROUGH PROCESS &
CONTENT OF MTBL
• MTBL INTEGRATED INTO PRE-ACADEMY
SURVEY
FALL
• MTBL INTRODUCED TO STUDENTS IN
FIRST SESSION
SPRING
• MTBL INTEGRATED INTO POST-ACADEMY SURVEY AND FINAL REFLECTION
• MTBL INCLUDED IN POST-ACADEMY SURVEY FOR INSTRUCTORS AND PRESENTERS
THROUGHOUT
• MICHELLE SERVES AS CONSULTANT TO ASSIST EACH PRESENTER WITH MTBLRESTRUCTURING
• MTBL ASSESSED MID-YEAR AND THROUGHOUT AND ADJUSTMENTS MADE
POST-ACADEMY
• MTBL INCLUDED IN POST-ACADEMY DEBRIEF
LESSONS LEARNED
Evidence Lessons Learned
2011-2012 26 admitted/20 completed = 77% retention
2012-2013 30 admitted/22 completed = 73% retention
2013-2014 33 admitted/27 completed = 81% retention
Retention of more students
LESSONS LEARNED
Evidence Lessons Learned
Value of faculty mentors = See faculty as humanAsk and respond to questions = Not so fully “expert,” Could be vulnerable Role = Be a learner alongside studentsValidation/normalization of professional development
Better faculty integration
LESSONS LEARNED
Evidence Lessons Learned
“I’ve really learned the value of well-crafted group work. I HATED group work, but this experience really brought me around.”
Observed and qualitative indicators of benefits of group work
LESSONS LEARNED
Evidence Lessons Learned
• 38% increase in pre-post-confidence of exploring new instructional technologies
• “I thought I wouldn’t like this but I really did! I learned so much. Now I routinely use TED Talks and Prezi in my job and teaching.”
Overall positive response to instructional technology project
LESSONS LEARNED
Evidence Lessons Learned
“I think it would be nice to have more ability to work with different people each meeting.”
Students want to get to know other students beyond their regular team
LESSONS LEARNED
Evidence Lessons Learned
“TBL was a bit of a challenge to shift my work, but it was well supported … and the process ended up being a great addition to the sessions I led.”
MTBL requires support and structure to be successful
A FEW WORDS ABOUT THE COLLABORATIVE-COOPERATIVE LEARNING CONTINUUM
Casual Use[Think-Pair-Share]
Cooperative Learning[In-Class Case Study Exercise]
Team-Based Learning[Community-based
Learning]
Low Structure High Structure
CASE STUDY
DEBRIEF & QUESTIONS
RESOURCES
• BARKLEY, E. F., CROSS, K. P., & MAJOR, C. H. (2005). COLLABORATIVE LEARNING
TECHNIQUES. SAN FRANCISCO, CA: JOSSEY-BASS.
• MICHAELSON, L K., BAUMAN KNIGHT, A., & FINK, L. D. (EDS.) (2002). TEAM-
BASED LEARNING: A TRANSFORMATIVE USE OF SMALL GROUPS. WESTPORT, CT:
PRAEGER.
• OAKLEY, B., FELDER, R. M., BRENT, R., & ELHAJ, I. (2004). TURNING STUDENT
GROUPS INTO EFFECTIVE TEAMS. JOURNAL OF STUDENT CENTERED LEARNING,
2(1), 9-34.