1. Team-Based Learning: A Transformative Tool for Teaching Psychology
Dr. Laura Madson
NMSU Department of Psychology
RMPA's Portenier-Wertheimer Teaching Conference
April 12, 2018
Denver, Colorado

2. Acknowledgements Dr. Larry Michaelsen Jim Sibley
Professor of Management, University of Central Missouri
Jim Sibley
Director of the Centre for Instructional Support at the Faculty of Applied Science at University of British Columbia

3. Team-Based Learning
Students strategically assigned to permanent teams by the instructor at the beginning of the term.
Students held accountable for pre-class preparation.
Class time applies course content via activities that engage students with the material and each other.
Students evaluate their teammates’ contributions to team performance.

4. Course Grade
Three components of course grade

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

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

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

8. Teams work because… They are permanent
Strategically formed by the instructor
Peer evaluations reduce social loafing
Team tasks are designed properly

9. 4 S’s Good team activities Significant problem Same problem
Specific choice
Four characteristics of good team activities
Significant problem
Same question
Specific choice
Simultaneous response
TEAMS MUST BE GIVEN TIME IN CLASS TO COMPLETE TEAM ACTIVITIES.
Simultaneous response

10. Process not product Example team tasks
Evaluative judgement – best/worst, most/least
Ranking
Sorting
Gallery walk
Gallery walk – teams post product around the room; students circulate through the room reading other team’s work. Helps to have a team rep stay by the product and to give circulating students a decision to make (e.g., best poster, most creative).
Scenario/MC – provide teams with information and ask them to make an evaluative decision about the information (e.g., best/worst, most/least). Decision can be framed as a multiple choice item if you want to limit the universe of possible options. Use Psych DO eval as an example.
Pinpointing – dry cleaners; in a painting/poem/film/story pinpoint examples of a phenomenon
Sorting – putting examples of a concept into appropriate categories; given a list of behaviors, sort them into the appropriate psychological disorder; given a list of quotes, sort them into the appropriate historical period

11. teambasedlearning.org
learntbl.ca

12. TBL books
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching (1. Stylus paperback edition). Sterling, VA: Stylus Publishing. Michaelsen, L. K., Parmelee, D. X., McMahon, K. K., & Levine, R. E. (Eds.). (2008). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus Publishing. Sibley, J., & Ostafichuk, P. (2014). Getting Started With Team-Based Learning (First edition). Sterling, VA: Stylus Publishing. Sweet, M., & Michaelsen, L. K. (Eds.). (2012). Team-Based Learning in the Social Sciences and Humanities: Group Work That Works To Generate Critical Thinking and Engagement (1st ed). Sterling, VA: Stylus Pub.