Team Based Learning in Animal Physiology Mary Kate Worden, PhD Dept of Neuroscience, UVA SOM BIOL 3230 Fall 2010 87 students in 13 teams, including Megan.

Slides:

Advertisements

Similar presentations

Confirming Student Learning: Using Assessment Techniques in the Classroom Douglas R. Davenport Dean, College of Arts and Sciences Truman State University.

Advertisements

California Assessment of Student Performance and Progress

Active and Cooperative Learning in an Introductory Computer Science Course Dr. Cheryl A. Dugas.

MS Program Learning Outcomes. Student Learning Outcomes Assessment Measures and CriteriaAssessment Schedule 1. Demonstrate knowledge of broad and specialty.

How do we improve skills required for critical thinking in pharmacy students? Jennifer Short, Betty Exintaris, Paul White & Sab Ventura Department of Pharmaceutical.

Cambridge International Examinations

University of Delaware Models for Problem-Based Learning Institute for Transforming Undergraduate Education.

Distance Learning through Technology Survey Summer 2002 Survey distributed to all exclusively on-line classes in Summer Survey was also mailed to.

Poll #1 Is what you will see: A good thing? A good thing? A bad thing? A bad thing? Not sure? Not sure?

 How many?  5-7 members  What about big classes?  Survey, instructor forms teams.

1. 3 Convey Course Concepts Apply Course Concepts TraditionalTeam-Based Readiness Assessment Readings Lecture In Class Out of Class In ClassOut of Class.

Team Based Learning Dan Mayer, MD Professor of Emergency Medicine Theme Leader, Evidence Based Health Care Albany Medical College Albany, New York, USA.

University of Delaware Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 4,

Team-based Learning: The Transformative Use of Small Groups in College Teaching Melissa R. Michelson Sept. 17, 2009.

Test Writing: Moving Away from Publisher Material

Chapter 12 Instructional Methods

FINANCIAL ACCOUNTING An Introductory Online Course # Financial Accounting: An Introductory Online Course provides a comprehensive introduction to.

Team-based Learning Simon

Interactive Science Notebooks: Putting the Next Generation Practices into Action

Best Practices in Active Learning “Team Based Learning (TBL)” Ilene Harris, PhD.

METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.

Ismaila Odogba Department of Geography and Geology The Impact of Collaborative Testing on Student Learning in an Introductory Level Geography Course INTRODUCTION.

Setting Trends in Information Literacy Instruction SUNYLA FIT Trudi Jacobson Allison Hosier Greg Bobish University at Albany.

Robert W. Arts, Ph.D. Professor of Education & Physics University of Pikeville Pikeville, KY Presented at the Spring Meeting of the Kentucky Association.

Using cases in UG Lectures Retail Marketing John Pal MBS

Recitation Week #1 Chem Queens College Spring 2010.

Integration of Research into Learning and Behavior: An example of curriculum renewal Susan J. Larson, Department of Psychology, Director of Undergraduate.

Implementing Active Learning Strategies in a Large Class Setting Travis White, Pharm.D., Assistant Professor Kristy Lucas, Pharm.D., Professor Pharmacy.

Chemistry B.S. Degree Program Assessment Plan Dr. Glenn Cunningham Professor and Chair University of Central Florida April 21, 2004.

Top 10 Instructional Strategies

EVALUATION REPORT Derek R. Lane, Ph.D. Department of Communication University of Kentucky.

Mary McKenzie Sociology UNC Charlotte.  Passive Learning: ◦ What type of learning experience do you think of as being passive?  Active Learning: ◦ What.

Student Centered Teaching Through Universal Instructional Design Part II.

Standards For Teacher Preparation. What do you see in the previous slide? Students who are ready to answer the question? Students who are listening and.

Learning Objectives Learning Objectives Topic and Purpose Classroom Integration Assessment For Learning Assessment.

Chris Luszczek Biol2050 week 3 Lecture September 23, 2013.

Materials needed Handouts Reading for RAT RAT Case of the Imploding Group 4-S handout Peer evaluation example A-E cards IF ATs (E015)

Research in Education Faculty Development Workshop March 8, 2013 Donna L. Pattison, PhD Instructional Professor Department of Biology & Biochemistry.

The Chicken Lady’s SoTL Project… Jackie B. Hoffman, Ph.D. North Carolina State University, Raleigh, NC Department of Poultry Science In honor of Alix…

2014 CONFERENCE ON HIGHER EDUCATION PEDAGOGY INCREASING STUDENT OUT-OF-CLASS PREPARATION AND IN-CLASS COLLABORATION USING TEAM-BASED LEARNING Kerry Fay.

NEW ASSESSMENT. NEW RESULTS SMARTER BALANCED ASSESSMENT What do families need to know? (Insert School Name) (Insert Date) INSERT LOGO.

Lecture 7. The Questions: What is the role of alternative assessment in language learning? What are the Reasons.

Team-based Learning: The Transformative Use of Small Groups in University Teaching 1.

Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts. 1 Gouri Banerjee Blended Learning Environments, 2010.

COLLABORIZE CLASSROOM WEB 2.0 TOOLS BY: GRACE COLLINS.

Student Preferences For Learning College Algebra in a Web Enhanced Environment Dr. Laura J. Pyzdrowski, Pre-Collegiate Mathematics Coordinator Institute.

Biology Scholars Program Amy Chang American Society for Microbiology Goal: Develop faculty expertise in evidenced-based science education reform Seven.

Department of Informatics, UC Irvine SDCL Collaboration Laboratory Software Design and sdcl.ics.uci.edu 1 Informatics 291s Literature Survey in Software.

Science Department Draft of Goals, Objectives and Concerns 2010.

Bryan Touchet, M.D. Ashley Walker, M.D.. Describe how Team-Based Learning and online collaboration are integrated into a journal club seminar for residents.

MRS. LIMA AP Literature & Composition. What are AP Courses? Provide the opportunity for academically prepared and motivated students to complete.

Peer Instruction: Making Science Engaging Faculty Development Workshop September 4, 2012 Donna L. Pattison, PhD Instructional Professor Department of Biology.

Team-Based Learning (TBL) Richard Yuretich Department of Geosciences University of Massachusetts Amherst.

WELCOME TO BUS 302 The Gateway Experience For more information visit:

Team Based Learning Win May Bev Wood. What? Instructional strategy based on procedures for developing high performance learning teams Michaelsen, Knight.

Simon Tweddell University of Bradford.  Why TBL?  The TBL Process  Our Experiences of TBL  RAP and Application Exercises  Summary  Q&A.

University of Delaware What Is Problem-Based Learning? Institute for Transforming Undergraduate Education.

1 Using team based learning (TBL) to maximise the effectiveness of flipped learning School of Law Zoe Swan Sally Gill Kristian P Humble.

TBL: HOW AND WHY IT WORKS Robynn L. Allveri Koc University - Law Faculty Ext

Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.

Tackling Freshman Biology Content and Teaching Critical Thinking with Team-Based Learning Rebecca Orr, Collin College.

Good teaching for diverse learners

Team Based Learning.

Energize your teaching with team-based learning

“Biology Microbial Diversity”

Peer-Assisted Learning & Peer Review in Team-Based Learning (TBL)

Finally! Utilizing Student Involvement to Prepare for Final Exams

Laura Madson & Dominic Simon Department of Psychology

Take Action! Strategies for Active Learning in the Classroom

How to Build An Effective Team In the Classroom

Presentation transcript:

Team Based Learning in Animal Physiology Mary Kate Worden, PhD Dept of Neuroscience, UVA SOM BIOL 3230 Fall students in 13 teams, including Megan Barron and Jake McLean The Team Based Learning Collaborative

Team Based Learning™ Team-Based Learning (TBL) is an increasingly-popular form of small group learning. The four components of TBL are permanent teams, readiness assurance, application activities, and peer evaluation. TBL is possible even in large theater-style classrooms with fixed seats. TBL teachers report high levels of student attendance, preparation, participation and critical thinking. TBL students report being more motivated and enjoying class more, even when the subject is not in their major.

Forming the teams Students complete a survey on the first day of class Teams (5-7 members) are balanced with novice learners (0-1 previous course in biology) and expert learners (4-5 previous courses, Bio majors). Teams are permanent and sit together in class.

TBL Course Design A. independent learning prior to class B. in-class “readiness assurance testing” of individuals (iRAT) and teams (group RAT) C. in-class “application activities” problem solving of real world problems D. Online peer evaluations hold students accountable for preparation and class participation in the team

Animal Physiology (BIOL 3230) Examples of Learning Objectives for pre-class reading Define the following terms: natural selection, adaptation, adaptive significance, homeostasis, acclimation, acclimatization List the two central questions of physiology. Explain why knowledge of one does not imply knowledge of the other. Distinguish between those animals that exhibit conformity to external conditions and those that exhibit regulation to external conditions. Explain how a salmon shows conformity with respect to one parameter and regulation with respect to another. List five different time frames over which physiology changes and distinguish between them.

TBL Course Design A. independent learning prior to class B. in-class “readiness assurance testing” of individuals (iRAT) and teams (group RAT) C. in-class “application activities” problem solving of real world problems D. Online peer evaluations hold students accountable for preparation and class participation in the team

Individual RAT (10 questions) Q2. You buy a new fish for your aquarium and bring it home sealed in a bag of water. The seller advises you to float the sealed closed bag in your home aquarium for half an hour before you release the fish in order to help it adjust to the temperature of the aquarium. The physiological process the fish undergoes A.is adaptation B.is homeostasis C.has adaptive significance D.is acclimation E.is acclimatization

Individual RAT (10 questions) Q2. You buy a new fish for your aquarium and bring it home sealed in a bag of water. The seller advises you to float the sealed closed bag in your home aquarium for half an hour before you release the fish in order to help it adjust to the temperature of the aquarium. The physiological process the fish undergoes A.is adaptation B.is homeostasis C.has adaptive significance D.is acclimation E.is acclimatization Exam is on hardcopy Collect responses using iClicker.

Group RAT (same 10 questions) Q2. You buy a new fish for your aquarium and bring it home sealed in a bag of water. The seller advises you to float the sealed closed bag in your home aquarium for half an hour before you release the fish in order to help it adjust to the temperature of the aquarium. The physiological process the fish undergoes A.is adaptation B.is homeostasis C.has adaptive significance D.is acclimation E.is acclimatization

Group RAT (same 10 questions) Q2. You buy a new fish for your aquarium and bring it home sealed in a bag of water. The seller advises you to float the sealed closed bag in your home aquarium for half an hour before you release the fish in order to help it adjust to the temperature of the aquarium. The physiological process the fish undergoes A.is adaptation B.is homeostasis C.has adaptive significance D.is acclimation E.is acclimatization Using same exam on hardcopy Collect responses using scratch cards

Immediate feedback on assessment using scratch cards Students get immediate feedback on which is the correct answer how well they grasp the learning objectives whether the team discussion was on track which team members had a good grasp on the learning objectives and who made the key arguments.

Immediate feedback on assessment using scratch cards Peer to peer learning occurs in discussion. Teams are invested in doing well as a group. (Group scores were worth 65% of the quiz grade, iRAT scores worth 35%) Energy levels and in-class engagement are high. “Social loafing” is minimized by the fact that peer evaluations will factor into grades.

Follow-up to IRAT/GRAT quiz Written appeals on quiz questions before deadline poorly worded question multiple answers/no answers are correct Q or A does not match the LOs or text High level of passion in the appeals process!

TBL Course Design A. independent learning prior to class B. in-class “readiness assurance testing” of individuals (iRAT) and teams (group RAT) C. in-class “application activities” problem solving of real world problems D. Online peer evaluations hold students accountable for preparation and class participation in the team

Reading and discussing the primary scientific literature in class Abridged versions of articles from Journal of Experimental Biology (intro, methods, results including key figures) ~ 1.5 pages single spaced Set of 3- 5 MCQs about the data and its interpretation, all related to the LOs Students debate in teams and arrive at group answers (small group discussion) This is similar to reviewing a scientific paper, only in a more structured format and in a group setting.

Voting on the “right answers” in class All teams vote simultaneously by holding up a flag (color coded for A,B,C,D,E) Instructor asks teams to justify their votes, encouraging debates between teams (large group discussion) Instructor explains her choice for best answer, and reveals the authors’ answers.

Advantages of TBL format Students very willing to speak up because they have “previewed” their arguments in the group High energy in class, teams are invested in drawing the correct conclusions based on their foundational knowledge Instructor illustrates that the primary literature is not always perfect, authors can be wrong or illogical, reviewers can be faulty. Science is messy and advances through debate. Class attendance was very high, even without grading.

TBL Course Design A. independent learning prior to class B. in-class “readiness assurance testing” of individuals (iRAT) and teams (group RAT) C. in-class “application activities” problem solving of real world problems D. Online peer evaluations hold students accountable for preparation and class participation in the team- 15% of grade

Course evaluations for BIOL 3230 Would you have preferred Animal Physiology to be taught in lecture based format, rather than TBL? 5.8% lecture based 83.5% TBL 10.6% no preference If this were a two semester course, how likely would you be to enroll? 73% very likely 16.5% somewhat likely 5.8% not sure at this time 4.7% unlikely

Course evaluations for BIOL 3230 Animal Physiology (Agree or Strongly agree) Other biology courses Fall 2010 (Agree or Strongly agree) This course developed your ability to apply the basic concepts presented in new or different contexts: 98%84% This course developed your ability to interpret graphs, data sets or experimental results: 94%45% This course developed your ability to propose new research questions, models, and experiments: 94%63% I learned a great deal in this course. 96%84%

TBL enables large enrollment courses to have the interactive class discussions characteristic of small seminars. Number of Biology Dept courses offered in Fall 2010 Class size (# students) N= 560 Cell Biology and genetics N= 372 Genetics and Mol. Biol N=216 Cell Biology

TBL enables large enrollment courses to have the interactive class discussions characteristic of small seminars. On course evaluation: True or false I have experienced difficulty in enrolling in Biology Department courses I want to take because classes fill to capacity before I sign up. 85% True 15% false My estimate: TBL would be workable with 25 teams of 7 students = 175 students As of 3/30/2011: 614 Biology majors (Graduating 280 majors this year) Faculty size constant for 40 years.