1. Team-based learning and how it can be used to enliven microbial education. Michael J. McInerney and L. Dee Fink University of Oklahoma.

2. Educative assessment Audit-ive assessment Grading Backward- looking assessment Forward- looking assessment FeedbackSelf-assessment (by learners) Educative assessment model.

3. Use of small groups Cooperative learning: Groups as specific activity inserted into existing class; some type of project 4 members per group; assigned roles, paper or talk. Problem-based learning: Problem comes first; requires restructuring of course Mentors; multiple lengthy projects, either as papers or talks Team-based learning: Acquire needed information first then engage in learning tasks, make a decision! 5-7 per group, no roles, work during class time, frequent and prompt feedback.

4. Keys to team-based learning Groups must be properly formed and managed Instructor forms groups; by experience not grade Students must be accountable for their individual and group work Individual: Readiness assurance process Group: Peer assessment Assignments must promote both learning and team development: promote discussion, give and take. Students must get timely and prompt feedback Reward for success: somehow it must matter that team performs well

5. Essentials for implementing group assignments: The 3 S’s Same problem: individuals/groups work on same project or question Specific choice: require students/groups to use concepts to make a decision. Simultaneous reporting: report answers/choices simultaneously. Individual work Group Discussion Class Discussion Impact on learning XX

6. Sequence of team projects Give out data about 2- 3 weeks ahead of time Assign 3 to 4 journal papers to read On Monday of project week, each student turns in 1- page write up. Provide class time to work in groups. On Friday, teams posters reviewed. No identifying name or number Each team reviews other teams posters Assessment: post green, yellow, or red stickies notes Discuss/defend/explain Instructor summarizes.

7. Students assessing each others posters.

8. End of semester project: Desulfovibrio bioenergetics. Determine whether recent information on mutants requires a change in the model. Mutants: Cytochrome c 3 deficient (Rapp-Giles et al., 2000) Fe-only hydrogenase deficient (Pohorelic et al., 2002) Modifications must explain mutant phenotypes and be consistent with molar growth yields (Magee et al., 1978) Most had multiply branched chains or hmc complex that interacts with different carriers.

9. Three routes to hmc complex

10. Why team-learning helps? Metacongitive instruction: Interactions may have allowed students to learn how others learn, and thus develop a better sense of how they learn. Critical for the durability of concepts and transfer of concepts to new contexts (Georghiades, 2000, Educ. Res.; Vosniadou et al., 2001, Learning Instruction). Learning Styles: Sensor-feelers (Cognitive Profile Model) Intuitive thinkers: don’t memorize, must understand concepts These are the students with the traits best suited for research.

11. Conclusions Teams accomplish significant learning tasks. Improved understanding and retention of foundational material and improved problem- solving skills. Students’ attitudes and classroom dynamics improved. Mechanism to engage students in evolving process of scientific thought and inquiry. Learning tool for teaching microbial diversity.