1. Transform your teaching with team-based learning
4.5 hours long
Thank you for the opportunity to work with you this afternoon.
My name is Laura Madson. I teach in the Psychology Department at that “other” school up the road.
I’ve been using team-based learning in my classes for about a decade and wouldn’t go back to lecturing if you paid me.
I selected this image very intentionally. “Transform” often implies changing from one “bad” thing into another “good” thing. My purpose here is not to convince you that there’s anything “wrong” with your teaching. There’s nothing “wrong” about blue or red but we perceive them as different colors. My goal today is to give you new ways to “change the color” of your teaching if you choose.
Transform your teaching with team-based learning
Dr. Laura Madson, Department of Psychology, NMSU

2. Larry Michaelson Acknowledgements www.teambasedlearning.org
Image from

3. Team-Based Learning: A Transformative Use of Small Groups in College Teaching
by Larry K. Michaelsen, Arletta Bauman Knight, L. Dee Fink (Editor)
Team-Based Learning: Small Group Learning's Next Big Step: New Directions for Teaching and Learning, Number 116
Larry K. Michaelsen, Michael Sweet, Dean X. Parmelee
Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement
Michael Sweet, Larry K. Michaelsen
Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning
Larry K. Michaelsen, Dean X. Parmelee, Kathryn K. McMahon, Ruth E. Levine

4. A different perspective
This workshop takes a different perspective than most faculty development workshops.
Today I will focus on your quality of life as an instructor.
Not the number of student credit hours you generate or student retention or outcomes assessment
Your quality of life as an instructor.

5. As it happens, focusing on your quality of life as an instructor is appropo at UTEP as it was Bhutan’s fourth Dragon King who coined the phrase “gross national happiness” in 1972.
This afternoon, I invite you to learn ways to increase your ………..

6. GROSS PROFESSORIAL HAPPINESS
Admittedly, some of the most effective ways to increase your GROSS PROFESSORIAL HAPPINESS are outside my control.
I can‘t raise your salary
Or see that you are awarded that grant
Or reduce the number of committees on which you serve.

7. TBL MAKES TEACHING MORE FUN!!
What I can do
Class preps engaging and creative
+ Class time less demanding
+ Improve student learning and engagement
TBL MAKES TEACHING MORE FUN!!
What I can do is show you how to
Make class preparations more engaging and creative for you
Make class time less demanding of your voice, presentation skills, and force of personality
The same techniques also improve student engagement in class as well as their learning
The bottom line is team-based learning MAKES TEACHING MORE FUN
I also want you to have fun today so don‘t worry about taking notes. All the details of the presentation are in a document called „Workshop Notes“ that is included in your packet of materials. If you‘d like to follow along or make notations on the PINK Workshop Notes, feel free. Its also fine to relax.

8. So, what is team-based learning that it can work these wonders?
A brief guide to TBL…

9. Team Based Learning
There are four elements to team-based learning:
Students strategically assigned to permanent teams
Students held accountable for reading via Readiness Assurance Tests
Class time spent on activities designed around what students should be able to DO at the end of the course
Students evaluate their teammates’ positive contributions to team performance DO

10. Course Grade
Three components of course grade

11. Course Grade Individual Three components of course grade
Individual performance

12. Course Grade Team Individual Three components of course grade
Individual performance
Team performance

13. Course Grade Team Peer Evaluations Individual
Three components of course grade
Individual performance
Team performance
Peer evaluations
What are team activities like?

14. Sample in-class activity
From an astronomy course by Dr. Nancy Chanover, Life in the Universe
Three assignments lead up to a culminating project.
Practice assessing planets for habitability
Explore landing sites, using Mars as a test case
Compare and contrast advantages and disadvantages of different types of spacecraft: manned, unmanned, roving, stationary.
Culminating team project: Design a mission to look for evidence or conditions related to astrobiology on a “mystery planet”
Life in the Universe Dr. Nancy Chanover

15. Team Poster Session
These are photos from the poster session where Dr. Chanover’s teams reported on their mission plan.
So, you have an overview of the four elements of team-based learning and an example of team activities.
Unless you are teaching a course for the first time……….

16. If you’re feeling confused or overwhelmed, hang in there.
This was the Quick Guide to TBL.
There’s a lot to digest.
We will talk about each of the elements of TBL in more detail soon.
For now, though, what questions can I answer for you?

17. Unless you are teaching a course for the first time, you will likely weigh everything about team-based learning against the work required to change what you’re already doing.
However pleased or discontented you are with your classes now, they work. They’re done, prepped, ready to be recycled into another semester.
And given that faculty members are often in a state of chronic fatigue, you are unlikely to change unless the benefits of team-based learning clearly outweigh the work involved in changing.
After all, not everyone loves change. CLICK!!!!
Given that changing your teaching can mean extra work, how can team-based learning increase your GROSS PROFESSORIAL HAPPINESS?

18. Benefits of TBL Before class is fun:
Preparing activities is more engaging, creative, and exciting than writing lectures and creating PowerPoints
Activities are every bit as reusable across semesters as lectures
You get to think about why you are passionate about your discipline preparing for class, not just when doing research
During class is fun:
Students come to class prepared (more on this soon)
Students are fully engaged – no more blank stares
You can relax – less talking, less mustering enthusiasm, less performance-related anxiety
Image from:

19. We hear a lot about Death by PowerPoint from the point of the view of the audience.
I think relying on PowerPoint lectures can decrease Gross Professorial Happiness, too.
CLICK!!!!

20. Light two candles with one match Benefits for students, too
“Teamwork skills” is one of the two most important abilities employers look for in new hires (Hart report, 2006). Sadly, there are few experiences in higher education that allow students to practice working in teams.
Undergraduates complain about feeling disengaged in many college classes, especially large-enrollment or general education courses. Similarly, a number of publications, like ACADEMICALLY ADRIFT, have bemoaned an appalling lack of student learning in higher education.
Team-based learning addresses both problems.
Students get valuable experience working with diverse others, on authentic, complex tasks, become intellectually engaged in their learning, and have fun.
image by <a href=" target="_blank"> freeimageslive.co.uk - christmashat</a>

21. Evidence of student engagement
Med students (Kelly, et al. 2005) Engagement observed in lecture, PBL, TBL classrooms over 12 months. Student-to-student engagement: (TBL = PBL) > lecture Student-to-instructor engagement: TBL > PBL
Engagement was observed in a preclinical medical curriculum 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period.
Learner-to-learner engagement was similar in PBL and TBL and both were much greater than in lecture.
Most of the engagement in lecture was learner-to-instructor and self-engagement.
Learner-to-instructor engagement was greater in TBL than in PBL.
Conclusions: Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

22. Evidence of student learning
Undergrad microbio (McInerney & Fink, 2003) Team quizzes added, then two team projects. Team quizzes improved engagement but not learning Team projects improved average performance on final exam.
TBL was introduced into an undergraduate course in microbiology in two phases.
In 2000, group quizzes were introduced.
Although student engagement increased, performance on the final exam did not improve.
In two subsequent years, two group projects were added to the individual and team quizzes.
Scores on the final exam improved significantly.

23. Leveling the field
Before the team projects, mean score was 133/200(66%) and around 37% of students scored < 70%
After team projects, mean scores were 151/200 (76%) and 158/200 (79%)
Test wasn’t easier bc the same proportion of students earned > 90% on the exam.
So what did change?
Instead, fewer students scored < 70% and more students scored 70-90% with the group projects. (McInerney & Fink, 2003).

24. Evidence from multiple studies indicates TBL particularly improves student learning for academically-weaker students.
TBL can reduce the amount of this for your students…..

25. Which picture is a better match for how you feel at the moment??
Need a break?

26. Four Elements of TBL Permanent Teams
FOUR ELEMENTS OF TBL IN MORE DETAIL
Four Elements of TBL
Permanent Teams

27. Permanent teams Permanent teams
Instructor strategically assigns students to teams at beginning of term
Michaelsen recommends teams of 5-7 students; I use teams of 4-5 students

28. ? Diverse teams Ultimate goal is to create diverse teams
Three specific goals of team assignment
maximize team resources
minimize team liabilities
eliminate existing relationships that inhibit team cohesion

29. maximize team resources?
Diverse teams
Ultimate goal is to create diverse teams
Three specific goals of team assignment
maximize team resources
minimize team liabilities
eliminate existing relationships that inhibit team cohesion

30. Diverse teams maximize team resources minimize team liabilities ?
Ultimate goal is to create diverse teams
Three specific goals of team assignment
maximize team resources
minimize team liabilities
eliminate existing relationships that inhibit team cohesion

31. Diverse teams maximize team resources minimize team liabilities
eliminate existing relationships
Diverse teams
Ultimate goal is to create diverse teams
Three specific goals of team assignment
maximize team resources
minimize team liabilities
eliminate existing relationships that inhibit team cohesion
These goals may seem counter-intuitive. Wouldn’t it be easier to work with similar others?
It might be easier but it actually reduces team cohesion as well as the quality of team performance.
Why? Think about a team with maximum similarity: you and your clones….

32. Form workshop teams Join the line if you :
are a graduate student or in your first semester of full-time teaching.
use team-based learning in your classes.
have taught for 1-2 years.
have taught 3-6 years.
have taught 6-10 years.
have taught more than 10 years.

33. Introduce yourself to your new team mates and come up with a team name.
There are only two ground-rules: you cannot use the number I just gave you and you cannot wimp out on this opportunity for team expression. Write your team name down once you decide.
Any teams like to share their names??
There are two reasons why teams pick a team name. The pedantic reason is the team names facilitate record keeping. The more interesting reason is that deciding on a team name is a wonderful ice-breaker, as you hopefully experienced just now. It starts to build team cohesion immediately.

34. Team formation techniques
Line-up around classroom
Random teams
Team Maker
Survey scores – see Sample Questionnaire for Forming TBL Teams (BLUE) handout
There are many different techniques for foming teams.
Students line-up around the room based on criteria articulated by the instructor, as we’ve done here.
If you want to form teams at random, software called Team Maker will do it for you. Simply input your class list and select the size of the teams:
Some faculty use custom surveys to identify relevant characteristics among students. Those survey responses are then used to put students in teams.

35. What questions can I answer about permanent teams or team formation?
ADVANCE TO BLACK SLIDE SO THE Qs DON’T KEEP SPINNING!!

37. Holding students accountable
Four Elements of TBL
Holding students accountable

38. Readiness Assurance Tests
Readiness Assurance Tests hold students accountable for developing a basic understanding of the material by reading before class. Readiness Assurance Tests are a bit like “pimped-out” reading quizzes: RATs serve many of the same functions as traditional reading quizzes with added benefits (pedagogical “bling” if you will).
Readiness Assurance Tests are conducted in two phases.

39. Readiness Assurance Tests
Individual
First, students complete the Readiness Assurance Test on their own, as an individual.
Students answer each question three times
Answers need not be the same
One point per correct answer
Practice meta-cognitive skills

40. Readiness Assurance Tests
Individual
Team
After the individual portion of the RAT, students complete the same quiz as a team. Both students’ individual performance and their team performance on the Readiness Assurance Test becomes part of their final grade.

41. At your tables are a Readiness Assurance Test Response Sheets
At your tables are a Readiness Assurance Test Response Sheets. There should be one response sheet for each team member. Our sample Readiness Assurance Test will have two multiple-choice items. You will answer each question three times. The answers need not be the same. You earn one point for each correct answer. Thus, there are three possible points for each question and a total of six possible points for the entire Readiness Assurance Test.
Be sure to make note or remember your answers to each question. I will collect the response sheets from everyone at the end of this first phase of the Readiness Assurance Test. You’ll want to remember your answers so you can discuss them with your team during the team portion of the RAT.
When everyone is ready, I’ll show the questions on the screen one at a time.

42. i. According to today’s workshop on team-based learning, which of the following is one of the four elements of team-based learning?
Rotating team membership during the semester to maximize team diversity
Students held accountable for reading before class
Class time is spent on activities designed around what students should be able to learn and remember at the end of the course
Instructors evaluate each student’s contributions to his/her team
Two of the above
Answer is B
Team portion scratch #7.

43. Assess planets for habitability
ii. Which of the following is NOT included in the Mission Design assignment discussed earlier?
Assess planets for habitability
Exploring potential landing sites on Mars.
Compare relative merits of different types of spacecraft
Design a mission related to astrobiology to a mystery planet
Create and summarize a set of hypothetical findings of the mission that is reasonable given the characteristics of the mystery planet
Answer is E.
Team portion scratch #41.

44. Team Portion www.epsteineducation.com 1 scratch = 3 or 4 points
2 scratches= 2 points
3 scratches= 1 point
4 scratches= 0 points
Let’s move on to the team portion. There is one IF-AT sheet at your table. These work like lottery tickets – you scratch to find the correct answer, indicated by a little star in the box. Your team earns more points by finding the star (selecting the correct answer) in fewer scratches.
Facilitates team cohesion & fun
I’ll put the questions back up on the screen one at a time. Discuss the question in your team and decide on the answer. You can use whatever process you like to decide on the team’s answer. Designate a “scratcher.” If your first team answer isn’t correct (you didn’t find a star), keep scratching until you find it.
The scoring system is……

45. What questions can I answer for you about Readiness Assurance Tests?

46. Four Elements of TBL Peer Evaluations
Students evaluate their teammates’ positive contributions to team performance
Many different ways to conduct peer evaluations (see for examples and more info)
Student-developed criteria vs. Instructor-developed criteria
Calculating each student’s peer evaluation across teammates
Allow equal evaluations vs. force delineation among teammates
Number and timing of peer evaluations
Integrating into course grade
Four Elements of TBL
Peer Evaluations

47. Four Elements of TBL In-class activities
In-class activities promote deep learning and team cohesion
Four Elements of TBL
In-class activities

48. In-class activities Individual or team Used anytime
Activities can be individual or team tasks
Can be used at any point in a unit
to move students from a basic understanding to a more advanced understanding
as a culminating activity designed to assess teams’ ability to achieve the identified objective

49. In-class activities Basic Individual or team Used anytime
Activities can be individual or team tasks
Can be used at any point in a unit
to move students from a basic understanding to a more advanced understanding
as a culminating activity designed to assess teams’ ability to achieve the identified objective

50. In-class activities Basic Advanced Individual or team Used anytime
Activities can be individual or team tasks
Can be used at any point in a unit
to move students from a basic understanding to a more advanced understanding
as a culminating activity designed to assess teams’ ability to achieve the identified objective

51. In-class activities Basic Individual or team Used anytime Advanced
Culminating
Activities can be individual or team tasks
Can be used at any point in a unit
to move students from a basic understanding to a more advanced understanding
as a culminating activity designed to assess teams’ ability to achieve the identified objective

52. 4 S’s Good team activities Significant problem Same question
Specific choice
Simultaneous response
Four characteristics of good team activities
Significant problem
Same question
Specific choice
Simultaneous response
4 S’s

53. in-class 4 S’s Good team activities Significant problem Same question
Specific choice
Simultaneous response
TEAMS MUST BE GIVEN TIME IN CLASS TO COMPLETE TEAM ACTIVITIES.
4 S’s

54. Best version? Most important characteristic?
4 S’s
Significant problem
Same problem
Specific choice
Simultaneous report
Discuss first set of four variations (Math) from(TEAL) Identifying Elements of Team Activities handout.
At tables, make two specific choices:
1. Which of the four activities is best?
2. What is the most important characteristic of each activity?
Might be a strength or a weakness
Remember the 4 S’s
Significant problem
Same question
Specific choice
Simultaneous response
----- Meeting Notes (8/14/13 12:12) -----
put the four S's on this slide!!!

55. See Facilitating Whole Class Discussions in TBL handouts for tips on leading full-class discussions after team activities.
SIMULTANEOUS REPORT

56. Best version? Most important characteristic?
4 S’s
Significant problem
Same problem
Specific choice
Simultaneous report
Discuss first set of four variations (Math) from handout.
At tables, make two specific choices:
1. Which of the four activities is best?
2. What is the most important characteristic of each activity?
Might be a strength or a weakness
Remember the 4 S’s
Significant problem
Same question
Specific choice
Simultaneous response
----- Meeting Notes (8/14/13 12:12) -----
put the four S's on this slide!!!

57. See Facilitating Whole Class Discussions in TBL handouts for tips on leading full-class discussions after team activities.
SIMULTANEOUS REPORT

58. It’s a lot to take in all at once.
Any shift you make toward “changing the color” of your teaching will have pay-offs.
The best place to start the shift is articulating what students should be able to DO at the end of the course.
Everything else falls out of specific, behavioral learning objectives.

60. www.teambasedlearning.org Want to learn more?
See GOLD AND YELLOW HANDOUTS

61. Team-Based Learning: A Transformative Use of Small Groups in College Teaching
by Larry K. Michaelsen, Arletta Bauman Knight, L. Dee Fink (Editor)
Team-Based Learning: Small Group Learning's Next Big Step: New Directions for Teaching and Learning, Number 116
Larry K. Michaelsen, Michael Sweet, Dean X. Parmelee
Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement
Michael Sweet, Larry K. Michaelsen
Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning
Larry K. Michaelsen, Dean X. Parmelee, Kathryn K. McMahon, Ruth E. Levine

62. Make teaching fun!