1. Using team-based learning to teach psychology 29th Annual NITOP January 3-6, 2007
Laura Madson & Dominic Simon
Department of Psychology
New Mexico State University

2. Paradigm developed by Larry Michaelsen
Acknowledgements
Paradigm developed by Larry Michaelsen
Michaelsen, L.K, Knight,A.B., & Fink. L.D (Eds.). (2002). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC

3. Overview Students assigned to permanent teams
Three components of course grade: individual performance, team performance, and peer evaluations
Students held accountable for reading via Readiness Assessment Process at the beginning of each unit
Class time spent on activities designed about behavioral objectives (i.e., What students should be able to DO when they finish the course)

4. Permanent teams Students assigned to teams at beginning of term
Team assignment maximizes team resources and minimizes team liabilities
Team folders:
Facilitate distribution and collection of materials
Attendance
Team contact information and team name

5. Course grades Three components
Individual performance
Team performance
Peer evaluations – hold students accountable for their teamwork
Students assign grade weights at beginning of term

6. Readiness Assessment Process
Holds students accountable for completing reading assignments
Occurs at the beginning of the unit
Assesses basic understanding of text
Students can provide multiple answers to each question: Practice meta-cognitive and communication skills
See example in sample unit (pg. 2)

7. Readiness Assessment Process
Three-step administration
Individual
Team
Appeals
Optional means to regain team points
Open-book creates opportunity for corrective feedback
Due by end of class period

8. Immediate Feedback Assessment Forms (IF-AT)
Teams scratch to find answer (indicated by star)
Fewer scratches = more points
Facilitates team cohesion and fun

9. Activities instead of lecture
Promote deep learning & team cohesion
Individual or team tasks
Three characteristics of good activities
Same question
Specific choice
Simultaneous responses
See sample unit (pp. 3-7)

10. Advantages for Retention & Student Success
Permanent teams provide:
Social support/peer interactions
Accountability for class attendance and participation
Development of team skills
Personal contact with diverse others
In-class activities promote:
active learning
personal involvement with course material
practice with oral communication and meta-cognitive skills

11. If you’re not ready to commit
Half measures you can try….
Team folders
IF-ATs
Group Testing
Group responding in class discussions
Students assign grade weights

12. Questions?

14. How has TBL affected grades?

15. Common Concerns My students hate group work and/or fear social loafing
What they hate about group work
having to trust strangers
not being able to hold teammates accountable
having to do other people’s work in order to maintain their grade

16. TBL solutions Permanent teams build cohesiveness
Accountability via peer evaluations
Minimum individual performance criterion must be met before including team performance in final grade.

17. Common Concerns
I have to lecture (“cover the material”) because students won’t read or understand the book.

18. TBL solution
Students are held accountable for reading via Readiness Assessment Process.
Practice reading comprehension skills
Develop basic understanding on own; in-class activities and team interactions foster deep understanding

19. Common Concerns
I’d have to give up control in the classroom

20. TBL solution What are you controlling?
Content of lecture vs. Structure of class activities
Passive students listening (?) to the sage on the stage vs. Active students interacting with class material and each other