Center for Excellence in Learning and Teaching (CELT) Holly Bender CELT Interim Director of PFF Welcome to the Afternoon Sessions of the Iowa State University University Teaching Seminar

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Essential Tips for Successful Team-based Learning Holly Bender, DVM, PhD, Diplomate, ACVP Professor, Veterinary Pathology Interim Director, Preparing Future Faculty Center for Excellence in Teaching and Learning

How many TA’s? Post Docs? How many in first teaching position? Not first, but less than 2 years of teaching experience? Between 2 and 5 years? Between 5 and10 years? > 10 years? Welcome New Faculty and TA’s!

Powerful teaching/learning strategy Could spend many hours Share a few key tips My experience, some research Demonstrate strategies to use in your classroom right away Invite you to add your wisdom Team-Based Learning

Holly Bender Professor, Department of Veterinary Pathology College of Veterinary Medicine Interim Director of PFF Team-based Learning Case-based Learning Share what works for me in classroom Introductions

DVM, PhD, Diplomate ACVP Veterinary Clinical Pathologist Michigan State - DVM Mixed animal practice Residency - VT and UGA Virginia Tech - PhD Virginia Tech CVM faculty for 22 years ISU for 8 years A Little About Me

Has been a favorite part of my job (Besides faculty development seminars) Developed over > 20 years Laboratory medicine Data interpretation ÔHematology ÔBlood Chemistry ÔUrinalysis ÔCytology Clinical Pathology (VPth 425)

Laboratory Data Interpretation

Stuart L. VandeVenter- ISU CVM Class of 2004 "Going to Vet School is like drinking from a fire hose; You'll never take it all in."

How to help students maintain focus? Overwhelming amounts of information They will care when patients arrive

How to help students maintain focus? How to help them care about essential information before it is an emergency While there is an instructor to support learning Practice solving problems in a lower stakes environment Yet high enough stakes so that they care enough to think about it Need to shift focus from me to students Need to make it fun and interesting

How many have taught using teams? How many have taken classes with teams? Bad experiences? Concerns? Successes? Team-Based Learning

If set up correctly: 1. High levels of attendance 2. High levels of engagement and participation 3. Encourages critical thinking 4. Encourages collaboration Team-Based Learning

Essential Tips Break into teams Practice exercises Share techniques Need a volunteer Count and divide by 7 Today’s Agenda

1.Make teams as diverse as possible 2.Keep same teams throughout the course 3.Give the students a voice in assigning weights of the components 4.Create exercises that include both individual and group accountability 5.Develop rigorous assignments that require team interaction 6.Use the 4 S’s 1.Have all teams work on the Same problem 2.Make it Significant to your students and your discipline 3.Students make a Specific choice 4.Simultaneously by all teams 7.Give course credit for outcomes that you want to reinforce 8.Complete team exercises in class 9.Encourage appeals 10.Have a peer evaluation component Essential tips- summary

Great resources on Website   See handout when get to team folder Books  Team-Based Learning: A Transformative Use of Small Groups in College Teaching, edited by Larry K. Michaelsen, Arletta B. Knight, and L. Dee Fink. Stylus Publishing, Sterling VA  Team-Based Learning for Health Professions Education A Guide to Using Small Groups for Improving Learning. Eds. Larry K. Michaelsen, Dean X. Parmelee, Kathryn K. McMahon, Ruth E. Levine, (2007) Sterling, VA: Stylus Publishing  Team-based Learning: A Transformative Use of Small Groups in College Teaching. Eds. Larry K. Michaelsen, Arletta Bauman Knight, L. Dee Fink. (2004) Sterling, VA: Stylus Publishing. Can access e-version through ISU library 6 years of TBL implementation in Clinical Pathology TBL Community and Research

TBL adapted from Larry Michaelsen Is now a national and international movement

1. Make teams as diverse as possible Teams should be heterogeneous Students learn from other students Diverse teams generate more alternative solutions and better quality decisions. Best learning comes from teaching others Sort by a diversity that is meaningful to your class In Clinical Pathology, it is career path  Students backgrounds vary accordingly  Process often sorts automatically by background

If you had to make a decision today… Small animal practice Food animal practice Equine practice Mixed animal practice Research Academic Industry position Government Zoo or wildlife Exotic companion animal

1. Make teams as diverse as possible Undergrad courses students often sorted by –  Major,  Year in school,  Previous experience  Anxiety about subject matter  # of credits taken

Let’s Model Forming Teams-ISU Colleges (need that count now…) 1.Agriculture and Life Science 2.Business 3.Design 4.Engineering 5.Graduate 6.Human Sciences 7.Liberal Arts and Sciences 8.Veterinary Medicine 9.Other 1.Agriculture and Life Science 2.Business 3.Design 4.Engineering 5.Graduate 6.Human Sciences 7.Liberal Arts and Sciences 8.Veterinary Medicine 9.Other

Once teams form, Find sticker on seat Arrange team stickers in circles, rectangles Sit together every class Works in large classes or small Fill out team folder Name, nickname Associates names with teams for records Excellent way to learn names Please find a tent card in the team folder and write your name on it Team Folders

Excellent way to distribute paper Stuff papers in folder prior to class A team member picks up at front table each class Returns at end of class Saves class time, reduces chaos

2. Keep teams throughout the course Teams develop cohesiveness as course progresses Work out dynamics between members Aggressive vs. passive Exercise design can support this

2. Keep teams throughout the course Stable groups outperform temporary ones:  Koppenhaver, G. D. and Shrader, C. B. Structuring the classroom for performance: Cooperative learning with instructor-assigned teams. Decision Sciences Journal of Innovative Education, Vol. 1, No. 1, 2003, pp Team size: Suggested size from 5-7 students Too small, not enough exchange Too big- tend to divide up into two smaller groups

3. Give the students a voice in assigning weights of the various components Helps students feel empowered in process Fishbowl technique Decide % weight  Individual score  Team score  Peer evaluation score Can place limits Some instructors spend a lot of time on this Hint* Time it to happen min before lunch

Setting grade weights What are the ideal grade weights in your opinion? 1.Individual 2.Team 3.Peer evaluation Discuss this in your group Send a team representative to front

In past 20 years, over 99.95% of the teams have outperformed their best member by an average of nearly 14% In fact, the worst team typically outperforms the best student in the class! Michaelsen et al, 1989

4. Create exercises that include both individual and group accountability Clin Path: 2 quizzes on case homework Students take quiz individually Then take quiz as team Individual student score assures accountability Most of learning happens in team quiz Students defend answer to teammates All members of team gets same team score Aggressive students learn to listen Quiet students learn to speak up

5. Develop rigorous assignments that require team interaction Application assignments vary greatly by discipline Community exchange via listserv and books

CASE Discussion 11

5. Develop rigorous and unique assignments that require team interaction Quiz Read through case data Take 5 point multiple choice quiz Take first individually Fill out bubble sheet

In the past…. Paper quizzes Bubble sheets Lots of paper Logistical problems Technical problems

5. Develop rigorous and unique assignments that require team interaction Recently WebCT on tablet computers 5 minute rule

Followed by quizzes on cases First take individually

Post on WebCT Students print to OneNote Mark up data Answer questions on WebCT

Follow by taking same quiz as team Students convince each other of rationale Lots of learning here Team grade and individual grade

S ignificant Problem S ame Problem S pecific Choice S imultaneous Report 6. Use the 4 S’s

Take again as team Negotiate answers Convince others of rationale to make specific choice This is team score This is where aggressive students learn to listen Quiet students learn to speak up One wrong answer away from doing so

Convene as a class and teams answer simultaneously Draw team #’s out of jar Calling on teams Not as threatening as individuals Challenge various teams to defend their answers Helps students engage- help teammates Give them time to do so I purposely do not give them answers Teams convince each other Figure out key together

6. Use the 4 S’s Alternately for teams- Use If-At form-- scratch off correct answers Immediate feedback

Team exercises with clickers Also can do clicker work I like to use one clicker per team ISU uses TurningPoint Clickers Great for reinforcing difficult points in class Now alternately a Web version Can be used on a laptop- over IP Or smart phone

7. Give course credit for outcomes that you want to reinforce So many complain that veterinary students are too “point oriented” Veterinary students love points Why fight it? Give credit for what I value Not necessarily a bad thing I give credit for everything that I value Hundreds of points in course Students do the work

8. Complete team exercises in class Out-of-class team work encourages “divide and conquer” Does not encourage team interaction In class team work is more feasible for interaction In class team work simulates a real-life decision environment

9. Encourage appeals See handout If do not agree with instructor 24 hours to appeal answer

10. Have a peer evaluation component Most have prior experience with free riders Assures accountability Best if anonymous Developed online evaluation Midterm practice, final counts This will help eliminate “free riders” or “social loafers.” Possible methods:

AcknowledgementsAcknowledgements Dr. Larry Michaelsen, U of Central Missouri Dr. Brad Shrader ISU, Business Dr. Jim Sibley, University of British Columbia

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