Team-Based Learning: A Transformative Tool for Teaching Psychology

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Presentation transcript:

Team-Based Learning: A Transformative Tool for Teaching Psychology Dr. Laura Madson NMSU Department of Psychology RMPA's Portenier-Wertheimer Teaching Conference April 12, 2018 Denver, Colorado

Acknowledgements Dr. Larry Michaelsen Jim Sibley Professor of Management, University of Central Missouri Jim Sibley Director of the Centre for Instructional Support at the Faculty of Applied Science at University of British Columbia

Team-Based Learning Students strategically assigned to permanent teams by the instructor at the beginning of the term. Students held accountable for pre-class preparation. Class time applies course content via activities that engage students with the material and each other. Students evaluate their teammates’ contributions to team performance.

Course Grade Three components of course grade

Course Grade Individual Three components of course grade Individual performance

Course Grade Team Individual Three components of course grade Individual performance Team performance

Course Grade Team Peer Evaluations Individual Three components of course grade Individual performance Team performance Peer evaluations What are team activities like?

Teams work because… They are permanent Strategically formed by the instructor Peer evaluations reduce social loafing Team tasks are designed properly

4 S’s Good team activities Significant problem Same problem Specific choice Four characteristics of good team activities 1. Significant problem Same question Specific choice Simultaneous response TEAMS MUST BE GIVEN TIME IN CLASS TO COMPLETE TEAM ACTIVITIES. Simultaneous response

Process not product Example team tasks Evaluative judgement – best/worst, most/least Ranking Sorting Gallery walk Gallery walk – teams post product around the room; students circulate through the room reading other team’s work. Helps to have a team rep stay by the product and to give circulating students a decision to make (e.g., best poster, most creative). Scenario/MC – provide teams with information and ask them to make an evaluative decision about the information (e.g., best/worst, most/least). Decision can be framed as a multiple choice item if you want to limit the universe of possible options. Use Psych DO eval as an example. Pinpointing – dry cleaners; in a painting/poem/film/story pinpoint examples of a phenomenon Sorting – putting examples of a concept into appropriate categories; given a list of behaviors, sort them into the appropriate psychological disorder; given a list of quotes, sort them into the appropriate historical period

teambasedlearning.org learntbl.ca

TBL books Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching (1. Stylus paperback edition). Sterling, VA: Stylus Publishing. Michaelsen, L. K., Parmelee, D. X., McMahon, K. K., & Levine, R. E. (Eds.). (2008). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus Publishing. Sibley, J., & Ostafichuk, P. (2014). Getting Started With Team-Based Learning (First edition). Sterling, VA: Stylus Publishing. Sweet, M., & Michaelsen, L. K. (Eds.). (2012). Team-Based Learning in the Social Sciences and Humanities: Group Work That Works To Generate Critical Thinking and Engagement (1st ed). Sterling, VA: Stylus Pub.