1. 2014 CONFERENCE ON HIGHER EDUCATION PEDAGOGY INCREASING STUDENT OUT-OF-CLASS PREPARATION AND IN-CLASS COLLABORATION USING TEAM-BASED LEARNING Kerry Fay Vandergrift & Alice King-Ingham Radford University, School of Social Work

2. GOALS FOR THIS SESSION After completing this session, participants will be able to: Describe Team-Based Learning (TBL), including what it is and evidence of its efficacy. Use three approaches to forming Teams and describe why instructor-based team formation is important. Administer readiness assessments using the Immediate Feedback Assessment Technique (IF-AT). Describe the importance of real-world application techniques used in the TBL classroom. Understand the importance of peer-evaluation to TBL and how to conduct peer-evaluations.

3. WHAT IS TBL? Uses individual preparation, group collaboration, and immediate feedback. Permanent, instructor assigned teams (DEMO) Out-of class preparation Individual and team assessments (iRat and tRat) and appeals (DEMO) Mini-lectures Real world applications Peer assessment

4. WHY TBL? Student accountability for preparation—individually and to team members Bloom’s taxonomy—progress using steps in TBL Initial understanding of content acquisition is outside of the classroom, leaving more time for application and creation Multiple chances and methods to learn content Increase skills required for collaboration Allows immediate feedback from instructor Can be used with very large class sizes Success in many settings

5. FORMING TEAMS Permanent, instructor assigned teams 5-7 team members Diverse and equivalent in abilities Sort criteria defined by the instructor, e.g., grade in a prerequisite course, social relationships How to form teams CATME http://info.catme.org/ CATMEhttp://info.catme.org/ Excel spread sheet Old-fashioned sorting paper In-class (demonstration)

6. OUT OF CLASS PREPARATION Textbooks and other assigned readings Viewing videos Listening to pre-recorded lectures Watching pre-recorded demonstrations The “flipped classroom”

7. IRATS AND TRATS USING THE IF-AT Individual and team readiness assessments Multiple choice Not every class iRat—online or in-class tRat—in-class using an IF-AT IF-AT video Appeals

8. MINI-LECTURES Responsive to problem areas or concepts Bridge to application

9. REAL WORLD APPLICATIONS Significant problem Same problem Specific choice Simultaneous report (cards, white boards) May take place over multiple class sessions

10. PEER ASSESSMENT Quantitative and qualitative peer assessment at mid- term and end of semester Online using CATME system Paper Submitted to course management system Students receive qualitative feedback from peers and have a chance to improve before the end of the semester Often texting Valuable input— would love to hear more from her! Seems easily sidetracked

11. BONUS TBL APPROACHES Determining weight of grades In-class preparation for assigned readings …