Using Team Based Learning Strategies to Increase Student Success in Chemistry Courses Tracy Knowles, Chad Mueller Bluegrass Community and Technical College Lexington KY

Team-Based Learning(TBL) Workshop Topics  Team Formation  Course Design  Structure of TBL  Team Testing  Application Projects  Peer Evaluation  Data

Team Formation  Three principles guiding team formation  Use teacher selected teams  Create diverse teams by spreading assets and liabilities  Make the selection process transparent

Team Formation  Group lone wolves using multiple choice question (Byrnes, Teaching Professor, Vol.21 #5, May 2007) Think about your experience working in groups and select the one response that best fits your prior experience. a. I enjoy working in groups because my group members usually help me understand the material and tasks. b. I question the value of group work for me, because I usually end up doing more than my fair share of the work. c. I have little or no experience working in groups. d. I have a different experience than the choices given above. Describe.

Now we will form teams…

Team Question #1  If you were to interview your students five years after the completion of your course, what would be most important for them to be able to DO as a result of having completed the course? Think about this question individually for 5 minutes then come together with your team and choose your team’s top 5 knowledge and/or skill based outcomes.

Essential TBL Principles  Primary learning objectives shift from information acquisition to concept application  Teacher role shifts from lecturer to coach/guide  Student role shifts from passive recipients to active participants and collaborators  Students are made accountable for individual and group learning  Team assignments promote both learning and team development

TBL Module Structure  Break time  Read BCTC TBL handout  Will take individual and team test over handout when you return

Peer Evaluation

BCTC Preliminary Data  How has the TBL curricular development impacted student achievement (both student performance and total unsatisfactory achievement—D,E,W %)?  Improvements in TUA.  CHE 170 improved 13% from 54% to 41%  CHE 180 improved 16% from 45% to 29%

BCTC Preliminary Data  How has the TBL curricular development impacted student achievement (both student performance and total unsatisfactory achievement—D,E,W %)?  Improvements in student performance on embedded questions in Chemistry  CHE 170 improved 6% from 65% (avg score from all lecture sections Fall 08-Spring 10, 11 sections, 312 students, range 62-69%) to 71% (avg score from all TBL sections , 13 sections, 300 students, range 63-80%)  CHE 180 improved 14% from 57% (avg score from all lecture sections Fall 08-Fall 10, 6 sections, 146 students, range 53-66%) to 71% (avg score from all TBL sections , 5 sections, 131 students, range 68-73%)

BCTC Preliminary Data  Progress of a Faculty Member new to TBL

Resources ISBN: Larry Michaelsen ISBN: L. Dee Fink

Resources IFAT Forms ~$100 per 500 forms BCTC Wiki

Team TBAT Project  Your team will create a TBAT which meets all of the 4S’s.  Your project should include:  Topic/module—unit conversions  Real-life scenario—athletes using supplements  Task—what will the students do?—calculate g/L  Report—how will they simultaneously report?— chart paper reporting

TBAT cheat sheet  4S’s  Significant Problem  Same Problem  Specific Choice  Simultaneously report  Ways to simultaneously report  Voting cards (A, B, etc.)  Gallery walks  Hot seat reporting  Charting—Excel or overhead  Cut and paste reporting

Thank you for your participation!!!  Tracy Knowles—  Chad Mueller—