1. Materials needed Handouts Reading for RAT RAT Case of the Imploding Group 4-S handout Peer evaluation example A-E cards IF ATs (E015)

2. Turn Your Students into More Independent, Self-Regulated Learners with Team-Based Learning (TBL) While you’re waiting for the session to begin, please read the "Team-Based Learning (TBL) Fact Sheet.” There will be an assignment related to this reading.

3. Turn Your Students into More Independent, Self- Regulated Learners with Team-Based Learning (TBL) Billie Franchini, Ph.D.University at Albany-SUNY Kathryn Davidson, Ph.D.SUNY Adirondack

5. If we want our students to aim higher, we have to create appropriate conditions so that they 1.will be better prepared. 2.will be “primed” and motivated to do things that make them uncomfortable. 3.will feel that they are implicated by and accountable for what happens in the classroom. 4.will develop the attitude that mistakes are essential to learning.

6. Team Based Learning… …is designed to create these conditions

7. On your own: Take the “Readiness Assessment Test” on the one-page reading. This is a closed-book, no notes test! You have 3 minutes to complete the test. Circle the correct answers to each question on the question sheet provided AND record your answers on the half-sheet. When you are done, place your test face down on your table to signal that you are finished.

8. 3:00

9. 2:30

10. 2:00

11. 1:30

12. 1:00

13. :30

14. :15

15. Time’s Up!

16. Self-Assessment Which of the following best describes you? A.I rarely or never ask students to work together in class. B.I occasionally ask students to discuss something in improvised pairs or small groups during class C.I occasionally assign group projects. D.I put students into permanent groups that work together frequently, but I do not give grades for the groups’ work. E.I put students into permanent groups, and the groups are held collectively accountable for their work as a team.

17. Team Formation Line up SINGLE FILE along the back wall and sides of the room, according to how you scored yourself in using student groups.

18. Promoting Team Identity is a Key Element of TBL Starts with initial transparency of team formation and “fairness” of distribution of assets Continues with asking teams to name themselves Develops further through carefully designed academic tasks that foster communication, trust and confidence FOR EXAMPLE…

19. Take the quiz again—as a team. (Closed Book!) Designate one person to be the official team “scratcher.” Don’t select an answer until your team agrees. Use a coin or a key to scratch. You’ll know you have the correct answer when you find the star! Scratch until you find the answer. Use the score blanks to record and calculate your score.

20. Directions for Scoring Team RAT If you don’t find the correct answer on the first try, keep trying to earn partial credit. Here’s the scale: Right answer on first try = 10 points Right answer on second try = 5 points Right answer on third try = 2 points Right answer on fourth or fifth try = 0 points

21. 5:00

22. 4:30

23. 4:00

24. 3:30

25. 3:00

26. 2:30

27. 2:00

28. 1:30

29. 1:00

30. :30

31. :15

32. Time’s Up!

33. Directions for Scoring Team RAT Right answer on first try = 10 points Right answer on second try = 5 points Right answer on third try = 2 points Right answer on fourth or fifth try = 0 points

34. Appeals (OPEN BOOK!!) You have the right to appeal as a team the answers for any questions that you believe were misleading, unfair, or inaccurate. Your appeal must be completed by the entire team and must be submitted in writing. Your statement must explain the grounds of your appeal and cite specific information from the text as evidence to support your argument.

35. Readiness Assessment Tests (RATs) On preparation not mastery (first pass at the material) On foundational concepts, not small details On low level attempts to apply concepts BUT: Designed to provoke debate in team setting Note: Don’t underestimate the difficulty of reaching consensus on basic understanding.

36. AND the most important function of Readiness Assurance for critical thinking Remove lowest level tasks (information transfer) from class time Set up advanced work in class (application, analysis, evaluation)

37. Readiness assurance is the first part (about 1/3) of a TBL learning sequence/cycle What comes next?

38. Where are we now in the cycle of one unit? Image from L. K. Michaelsen, Team-Based Learning

39. Application tasks are the heart of TBL (and take up most of class time) Now that you have read the “homework” (TBL reading) and your readiness has now been assured, you are ready to APPLY what you have learned through focused team assignments (tasks).

40. Example: Using your newly gained knowledge of TBL, apply what you understand to solve a problem in a specific case Read the case (which is a posting to the national TBL listserv).

41. On your own: If you were looking for the cause of the dysfunction described in the listserv posting, which of the following would you investigate FIRST, as the MOST LIKELY source of the problem? Write down your answer. A.Frequency of Readiness Assessment Tests B.Criteria used to form teams C.Whether instructor is using IF-AT forms for team RATs D.Design of team assignments E.Grading Scheme (weights, point distribution, etc.)

42. In your team: If you were looking for the cause of the dysfunction described in the listserv posting, which of the following would you investigate FIRST, as the MOST LIKELY source of the problem? When prompted, use one of the cards on your table to indicate your answer. A.Frequency of Readiness Assessment Tests B.Criteria used to form teams C.Whether instructor is using IF-AT forms for team RATs D.Design of team assignments E.Grading Scheme (weights, point distribution, etc.)

43. Note the design of the task Knowledge  analysis funneled into a specific decision Reportable in a simple format All teams reported simultaneously  stimulates reflection, self-assessment, discussion

44. Best Practices for TBL Task Design Tasks are limited and focused: can NOT be divided and distributed, jigsaw style Tasks focus on using knowledge to make decisions—not to create complex products such as papers, presentations, research projects, etc. Students report findings in a public way Tasks are completed in class

45. The Key TBL Task Design Model Michaelsen’s four S’s Significant problem Same problem Specific choice (among limited options) Simultaneous report (see handout)

46. Common Task Formats for 4 S’s Select from limited options (e.g. multiple choice) Sorting Ranking T/F A single value (score, %, or other valuation) Sequencing stuff (chronological; procedural; logical; narrative) What does not belong? Single sentence (summary; claim; thesis; etc.) Limited word task (summary; analysis in 1-5 words)

47. Why is decision-making critical? Intellectual: Requires more focused analysis than many open- format questions. Pedagogical: Allows the instructor to provide immediate, direct, focused feedback. (Why did you choose A and not B?) Social: Multiple minds converging on a single action forces students to practice communication, listening and negotiation—with immediate feedback

48. Where are we now in the cycle of one unit? Image from L. K. Michaelsen, Team-Based Learning

49. The Whole TBL Model Individual Student Preparation outside of class + Readiness Assurance (25% of class time) + Team Applications using the course content (75% of class time) + The usual assessments: papers, tests, projects (in/out of class) + Peer Evaluation (midterm and final) (in/out of class)

50. Why Peer Evaluation?

51. Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability Accountability

52. Accountability to Teammates Did you prepare? Did you study? Do you come to class every time, so you can help us? Do you participate? Do you fight for what you know? Do you play well with others? Note: You are NOT asking students to evaluate the quality of each other’s work, but instead to assess their behavior as team members.

53. Essential Drivers of TBL Peer to peer accountability Team accountability for itself, as a team Frequent immediate feedback on individual and team work Practice tasks that require decisions and comparisons among teams Team work that is done in class (and often for credit)

54. Questions?

55. Turn Your Students into More Independent, Self- Regulated Learners with Team-Based Learning (TBL) Billie Franchini, Ph.D.University at Albany-SUNY Kathryn Davidson, Ph.D.SUNY Adirondack