How to Build An Effective Team In the Classroom Presented by: Dr. S.M.Abbas Zaidi Assistant Professor, Dept. of Internal Medicine, GUMC, Bhopal(M.P.)

What is Team work? Teamwork is the collaborative effort of a team to achieve a common goal or to complete a task in the most effective and efficient way. Team is a group of interdependent individuals who work together towards a common goal. Team-based learning (TBL) is increasingly used in higher education because it employs active learning to promote self-directed learning (deep learning) and enhances student adaptability in problem-solving situations. TBL was developed by Larry Michaelsen for use in business school.

Why Teamwork? Primary objectives shift from knowing concepts to using concepts. Teacher shift from expert (sage on the stage) to moderator (guide on the side). Instead of just being someone who dispenses information and concepts, the teacher will need to design and manage the overall instructional process. Students shift from passive learners with limited responsibility for their learning to active learners with an increased responsibility for their learning.

TBL: Four Key Principles Properly formed and managed teams · Student accountability for both individual and group work · Group assignments which promote learning and team development · Frequent and timely feedback on student feedback

Forming Teams Instructor-formed teams vs. self selection Criteria for Team Formation Heterogeneous 3-5 members/team Have common blocks of time to meet outside class C. Collecting the data needed to form teams D. Dissolving and re-forming teams

Ensuring Concept Familiarity Readiness Assurance: iRAT tRAT Appeals Instructor tutorial

In Class Assignments “4-S” Assignments: Significant problem Same problem Specific choice Simultaneous report

Converting Groups into Effective Teams A. Establishing expectations Team Policies Statement Expectations Agreement B. Preliminary instruction on effective team practices

Peer Ratings and How to Use Them

Advantages of TBL Students achieve higher grades Students learn at deeper level and retain information longer Are less likely to drop out of schools Acquire greater communication and teamwork skills Gain the better understanding of the environment Beneficial to both course facilitators and students

Positive interdependence (each individual depends on and is accountable to the others—a built-in incentive to help, accept help, and root for others) Individual accountability (each person in the group learns the material) Promotive interaction (group members help one another, share information, offer clarifying explanations) Social skills (leadership, communication) Faculty members can shift factual content delivery to preclass preparation, leaving more class time for active learning and integration of new learning with the knowledge gained before class

Disadvantages/Limitations a lack of faculty “buy-in” or attitude toward this method Substantial faculty training in the TBL pedagogy is essential for any program Conflicts among the team members Non-cooperation of any team member

CONCLUSION Teams need to be cohesive such that membership is positively valued and the members are drawn towards each other. Patterns of interpersonal attraction within a team are a very prominent concern. Teams should ensure that all members feel comfortable working together and that no member is feeling alienated or isolated. When there is team cohesiveness, task cohesiveness emerges, making the skills and abilities of the team member’s mesh together to allow effective performance.

References Buckenmyer, J.A., “Using Teams for Class Activities: Making Course/Classroom Teams Work”, Journal of Education for Business, 98-107, November/December 200 Jones, D.W., “Empowered Teams in the Classroom Can Work”, Journal of Quality and Participation, 80-86, January/February, 1996. Tai BC, Koh WP. Does team learning motivate students’ engagement in an evidence-based medicine course? Ann Acad Med Singapore. 2008;37:1019–1023 Ravindranath D, Gay TL, Riba MB. Trainees as teachers in team-based learning. Acad Psychiatry. 2010;34:294–297. Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: A practical guide: AMEE guide no. 65. Med Teach. 2012;34:e275–e287

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