Using team-based learning to teach psychology 29th Annual NITOP January 3-6, 2007 Laura Madson & Dominic Simon Department of Psychology New Mexico State University

Paradigm developed by Larry Michaelsen Acknowledgements Paradigm developed by Larry Michaelsen Michaelsen, L.K, Knight,A.B., & Fink. L.D (Eds.). (2002). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC http://www.teambasedlearning.org

Overview Students assigned to permanent teams Three components of course grade: individual performance, team performance, and peer evaluations Students held accountable for reading via Readiness Assessment Process at the beginning of each unit Class time spent on activities designed about behavioral objectives (i.e., What students should be able to DO when they finish the course)

Permanent teams Students assigned to teams at beginning of term Team assignment maximizes team resources and minimizes team liabilities Team folders: Facilitate distribution and collection of materials Attendance Team contact information and team name

Course grades Three components Individual performance Team performance Peer evaluations – hold students accountable for their teamwork Students assign grade weights at beginning of term

Readiness Assessment Process Holds students accountable for completing reading assignments Occurs at the beginning of the unit Assesses basic understanding of text Students can provide multiple answers to each question: Practice meta-cognitive and communication skills See example in sample unit (pg. 2)

Readiness Assessment Process Three-step administration Individual Team Appeals Optional means to regain team points Open-book creates opportunity for corrective feedback Due by end of class period

Immediate Feedback Assessment Forms (IF-AT) www.epsteineducation.com Teams scratch to find answer (indicated by star) Fewer scratches = more points Facilitates team cohesion and fun

Activities instead of lecture Promote deep learning & team cohesion Individual or team tasks Three characteristics of good activities Same question Specific choice Simultaneous responses See sample unit (pp. 3-7)

Advantages for Retention & Student Success Permanent teams provide: Social support/peer interactions Accountability for class attendance and participation Development of team skills Personal contact with diverse others In-class activities promote: active learning personal involvement with course material practice with oral communication and meta-cognitive skills

If you’re not ready to commit Half measures you can try…. Team folders IF-ATs Group Testing Group responding in class discussions Students assign grade weights

Questions?

How has TBL affected grades?

Common Concerns My students hate group work and/or fear social loafing What they hate about group work having to trust strangers not being able to hold teammates accountable having to do other people’s work in order to maintain their grade

TBL solutions Permanent teams build cohesiveness Accountability via peer evaluations Minimum individual performance criterion must be met before including team performance in final grade.

Common Concerns I have to lecture (“cover the material”) because students won’t read or understand the book.

TBL solution Students are held accountable for reading via Readiness Assessment Process. Practice reading comprehension skills Develop basic understanding on own; in-class activities and team interactions foster deep understanding

Common Concerns I’d have to give up control in the classroom

TBL solution What are you controlling? Content of lecture vs. Structure of class activities Passive students listening (?) to the sage on the stage vs. Active students interacting with class material and each other