TEAM-BASED LEARNING: What Makes It: DISTINCTIVE? SO IMPORTANT? Presentation by: L. Dee Fink, Ph.D. National Consultant in Higher Education Author: Creating Significant Learning Experiences Team-Based Learning Conference Vancouver, British Columbia May 31 – June 1, 2007

Introductory Comments TBL: What Makes It DISTINCTIVE? TBL: What Makes It SO IMPORTANT? Wrap-Up

I. Introductory Comments Medical & Health Professions Education: Very Important Some serious cost/quality issues Very costly Uneven/low quality

American Health Care: Cost: The US spends more than double the median of OECD countries. US = $4,178 per capita/year Next highest? Switzerland: $2,794 Canada: $2,312 Median: $1,783 Source: Health Affairs, Vol 20, No. 3 (May-June 2001), pp. 219-232.

American Health Care: Cost Quality: US ranks 12th out of 13 developed countries (on 16 health indicators) Canada: Ranks 3rd highest Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.

American Health Care: Quality (cont): Cause of Health Problems: People’s life style? Or medical care? “225,000 deaths per year from iatrogenic causes” Unnecessary surgery Nosocomial infections in hospitals Other errors in hospitals Medication errors in hospitals Non-error, adverse effects of medications Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.

American Health Care: One Major Cause of the Problem? Health Care Providers don’t know how to work together! Source: “The State of the Nation’s Health”, Dartmouth Medicine, Spring 2007, pp. 26-35.

I. Introductory Comments Higher Education in General: Very Important Some serious cost/quality issues Very costly Uneven/low quality

“Tertiary education [i. e “Tertiary education [i.e., higher education] is more critical, the flatter the world gets.” -Thomas Friedman, The World is Flat (p. 289) “[The new world economy] is highly knowledge-intensive – so you must be good at constantly learning. If you stand still, you fall back.” -J.F. Rischard, High Noon (p. 30)

Evidence That Students Are NOT Having Significant Learning Experiences: Employers Derek Bok: “Our Underachieving Colleges” NAAL: 70% of college graduates in 2003 study could NOT read complex materials. Examples: Compare ideas in two editorials. Compute and compare price per ounce of two different food items.

Learning to communicate Learning to think Building character Derek Bok: Learning to communicate Learning to think Building character Preparation for citizenship Living with diversity Preparing for a global society Acquiring broader interests Preparing for a career from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)

…lack of any overarching purpose in the undergraduate curriculum. Derek Bok: …lack of any overarching purpose in the undergraduate curriculum. …allowing intellectual standards to deteriorate. …colleges and universities…accomplish far less for their students than they should. from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)

Introductory Comments TBL: What Makes It Distinctive? TBL: What Makes It So Important? Wrap-Up

II. TBL: What Makes It Distinctive? A. From: Traditional Ways of Teaching

HOW DO PEOPLE LEARN? Transmit Knowledge?

Transmission Of Knowledge

HOW DO PEOPLE LEARN? Transmit Knowledge? Constructivism

Constructivist View of Learning We can transmit “INFORMATION.” But people have to take that information and CONSTRUCT their own understanding of it, and figure out what they can do with it.

HOW DO PEOPLE LEARN? Transmit Knowledge? Constructivism Social Constructivism

Social Constructivism: We can construct our understanding of anything by ourselves, but... it usually works much better to collaborate and dialogue with others about how best to understand a topic – and know what we can do with that understanding.

II. TBL: What Makes It Distinctive? A. From: Traditional Ways of Teaching B. From: Other Ways of Using Small Groups

EXAM: Individual or Group The Sequence of Learning Activities in Team-Based Learning • Covering a 2-3 Week Block of Time Covering One Major Topic Within the Course Three Phases of Team Learning: Preparation Application (Practice with Feedback) Assessment Activities: R.A.P.: CULMINATING PROJECT EXAM: Individual or Group 1. Individual test (Continue 2. Team test Group Work Group Work pattern as long In-Class: 3. Appeals (Simple) (Complex) as desired) 4. Corrective Instruction Out-of-Class: Reading Homework Homework Review Approximate Level of Content Understanding at Each Phase: ) 90-100% 50% 60% 70% 80% ) 40%

TBL: What It Isn’t ≠ Weekly RATs all semester long ≠ Just a Group RAT ≠ Graded group work without Peer Evaluation Permanent, intentionally-formed groups Individual & Group RAT = In-Class, SG Application Exercises Graded Group Assignments Peer Evaluation

EXAM: Individual or Group The Sequence of Learning Activities in Team-Based Learning • Covering a 2-3 Week Block of Time Covering One Major Topic Within the Course Three Phases of Team Learning: Preparation Application (Practice with Feedback) Assessment Activities: R.A.P.: CULMINATING PROJECT EXAM: Individual or Group 1. Individual test (Continue 2. Team test Group Work Group Work pattern as long In-Class: 3. Appeals (Simple) (Complex) as desired) 4. Corrective Instruction Out-of-Class: Reading Homework Homework Review Approximate Level of Content Understanding at Each Phase: ) 90-100% 50% 60% 70% 80% ) 40%

Quality of Student Learning Traditional Teaching (lecture, textbook focused)

Quality of Student Learning Traditional Teaching (lecture, textbook focused) Casual Use Different Ways of Using Small Groups

3 General Ways of Using Small Groups: Casual “Turn to your neighbor and discuss “X”. Easy to do, but limited impact

Quality of Student Learning Traditional Teaching (lecture, textbook focused) Cooperative Learning Casual Use Different Ways of Using Small Groups

3 General Ways of Using Small Groups: Casual Cooperative Insert a carefully-designed group activity More impact than “Casual” but overall course structure is still unchanged

Quality of Student Learning Traditional Teaching (lecture, textbook focused) Team-Based Learning Cooperative Learning Casual Use Different Ways of Using Small Groups

3 General Ways of Using Small Groups: Casual Cooperative Different Course Structure Changes the structure of the course Much bigger impact on student learning Two major examples: PBL: Good – but doesn’t scale up TBL: Good – and does scale up

Introductory Comments TBL: What Makes It Distinctive? TBL: What Makes It SO IMPORTANT? Wrap-Up

III. TBL: What Makes It So Important? Special Challenges in Medical/Health Professions Education

Medical/Health Professions Education: 4 Special Challenges in Medical/Health Professions Education: Lots of information to acquire Must learn how to apply & use that information Need good “People Skills” Often takes place in large classes

III. TBL: What Makes It So Important? Special Challenges in Medical/Health Professions Education Reflection of Principles of Integrated Course Design

INTERACTIVE COURSE DESIGN: Key Components Learning Goals Feedback & Assessment Teaching & Learning Activities S i t u a t i o n a l F a c t o r s

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

1. Situational Factors: Collecting information about… Specific Context General Context Nature of the Subject Nature of Students Nature of Teacher

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

Taxonomy of Significant Learning

Taxonomy of Significant Learning Caring Developing new… Feelings Interests Values Learning How to Learn Becoming a better student Inquiring about a subject Self-directing learners Human Dimensions Learning about: Oneself Others Integration Connecting: Ideas People Realms of life Foundational Knowledge Understanding and remembering: Information Application Skills Thinking: Critical, Creative, & Practical Managing projects

Understand and remember the key concepts, terms, relationship, etc. In a course with significant learning, students will: Understand and remember the key concepts, terms, relationship, etc. Know how to use the content. Be able to relate this subject to other subjects. Understand the personal and social implications of knowing about this subject. Value this subject and further learning about it. Know how to keep on learning about this subject, after the course is over.

Significant Learning: Larry’s Course Goals: 1. Foundational Knowledge Ensure students’ mastery of course subject matter. 2. Application Develop students’ ability to use course concepts in thinking & problem solving. 3. Integration (Probably there) 4. Human Dimension Enhance students’ interpersonal and team interaction skills. 5. Caring Enjoy the course. 6. Learning How to Learn Prepare students to be lifelong learners.

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

Holistic Active Learning Experience Doing, Observing Actual, Simulated “Rich Learning Experiences” Reflection About the… Subject Learning Process Via: Journaling, Learning Portfolios Information & Ideas Primary/Secondary In-class, out-of-class, online

Multiple Activities that Promote ACTIVE LEARNING EXPERIENCE REFLECTIVE DIALOGUE, with: GETTING INFORMATION & IDEAS "Doing" "Observing" Self Others DIRECT · Original data sources Real Doing, in authentic settings Direct observation of phenomena Reflective thinking Journaling Live dialogue (in or out of class) INDIRECT, VICARIOUS Secondary data and · Case · Stories studies (can be · Gaming, accessed Simulations via: film, Lectures, literature, textbooks · Role play oral history) · Course · Teacher can assign students · Students can reflect, website to "directly experience" … and then engage in ONLINE various kinds of · Internet · Students can engage in dialogue online. "indirect" kinds of experience online

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment Self-Assessment Criteria and Standards “FIDeLity” Feedback

Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment Task Criteria and Standards Self-Assessment Feedback

Criteria of “GOOD” Course Design Significant Learning Learning Goals Teaching Strategy Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

A particular COMBINATION of learning activities… TEACHING STRATEGY: A particular COMBINATION of learning activities… arranged in a particular SEQUENCE Two Examples: Problem-based learning Team-based learning

“CASTLE-TOP” DIAGRAM: A Tool for Identifying Your TEACHING STRATEGY Mon Wed Fri Mon Wed Fri In-Class Activities: ? Assessm’t & Feedback Out-of-Class

TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… Be exposed to the content. Understand the content. Be able to use the content. Value the content.

TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… Be exposed to the content. Understand the content. Be able to use the content. Value the content.

INTERACTIVE COURSE DESIGN: Key Components Learning Goals Feedback & Assessment Teaching & Learning Activities S i t u a t i o n a l F a c t o r s

KEY TASKS When DESIGNING A COURSE: Collect good information about the SITUATIONAL FACTORS Identify SIGNIFICANT LEARNING GOALS Use ACTIVE LEARNING in the classroom Use multiple kinds of EDUCATIVE ASSESSMENT Formulate a powerful TEACHING STRATEGY

The VALUE of TBL: Meets the 4 Challenges of Med./Health Education Acquire lots of information Learn how to use that information Good “People” skills Large classes

The VALUE of TBL: Meets the 4 Challenges of Med./Health Education. Uses Principles of Good Course Design High quality LEARNING GOALS Full use of 3 components of ACTIVE LEARNING Good ASSESSMENT & FEEDBACK Powerful TEACHING STRATEGY

Wrap-Up Introductory Comments TBL: What Makes It Distinctive? TBL: What Makes It So Important? Wrap-Up

WRAP-UP: “Four Take Away Ideas” Our Role as Professional Educators: Very important – Needs to improve How We Teach/How People Learn: Social Constructivism TBL: Distinctive Most powerful and most flexible way of using small groups TBL: Important The 4 special challenges of M/HP Education Reflects all the principles of good course design

WRAP-UP: Student Reaction Comments from a student in a course using TBL Course: “Preparing for College-Level Teaching” – for graduate students in Engineering and the Sciences

1. NEED “An engineering professional is almost always a part of a team. Engineering projects of any significant size are simply too much work or too much responsibility for one person to handle.”

1. NEED 2. RESULTS “[Students] learn the material better, which is the obvious reason for using TBL. “But there are so many other positives that emerge from the process, namely: social, writing, speaking, presenting and thinking skills all get improved during TBL. Students can learn more about scheduling, time management, working with difficult people, and organizing collective work through TBL.”

1. NEED RESULTS IMPLICATIONS “Without at least some TBL in their curriculum, they are significantly under-prepared for what is waiting for them in industry.”

THE END! Higher Education: Let’s make it all that it can be and needs to be!