The State of Team-Based Learning. I asked for Stories… and discovered that the REAL stories are the Students.

The State ofThe State ofTeam-Based Team-Based

Learning Learning

I asked for Stories…I asked for Stories…

and discovered that and discovered that the REAL stories are the REAL stories are

the the StudentsStudents

See student stories at:See student stories at:http://www.vetmed.iastate.edu/pathfinder/birg/testimonial.hthttp://www.vetmed.iastate.edu/pathfinder/birg/testimonial.ht

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What did you see What did you see that was:that was:

Positive?Positive?Negative?Negative?Not sure?Not sure?

Why did the first Why did the first young woman young woman think that the think that the groups “worked” groups “worked” so well?so well?

Do you:Do you:

Agree?Agree?Disagree?Disagree?

My conclusion…My conclusion…

Students are NOT very Students are NOT very aware of how the aware of how the different aspects of the different aspects of the setting affect their setting affect their behavior:behavior:

I asked about IF-ATs…I asked about IF-ATs…

and confirmed that and confirmed that they REALLY make a they REALLY make a differencedifference

Impact of IF-ATsImpact of IF-ATs

1=no difference to 10=truly revolutionary1=no difference to 10=truly revolutionary

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1-4 5-6 7-10

My conclusion…My conclusion…Anyone who fails to use Anyone who fails to use the IF-ATs is missing a the IF-ATs is missing a truly “golden truly “golden opportunity.”opportunity.”But…But…What about the other What about the other 17%?17%?

I asked about:

““Ideas to share”Ideas to share” ““Persistent/annoying problems”Persistent/annoying problems” ““Tweaks to Peer Evaluations?”Tweaks to Peer Evaluations?”

Most mentioned “Problem”:1.1. Getting student “buy-in?”Getting student “buy-in?”

2.2. Peer evaluations?Peer evaluations?

3.3. Getting faculty “buy-in?”Getting faculty “buy-in?”

4.4. Challenge of developing Challenge of developing effective tests/assignments?effective tests/assignments?

Most mentioned “Problem”:1.1. Peer evaluations? Peer evaluations?

2.2. Getting student “buy-in?”Getting student “buy-in?”

3.3. Challenge of developing Challenge of developing effective tests/assignments?effective tests/assignments?

4.4. Getting faculty “buy-in?”Getting faculty “buy-in?”

Student reactions to Student reactions to RATsRATs““My students hate the RATs--they hate My students hate the RATs--they hate any 'testing'--and that sours their any 'testing'--and that sours their attitude about the group application attitude about the group application process.”process.”

VersusVersus““Be patient when you implement TBL - Be patient when you implement TBL - students may complain at first students may complain at first (particularly if it is brand new to them), (particularly if it is brand new to them), but they eventually accept and even but they eventually accept and even enjoy it!”enjoy it!”

“The Students love it, try it.“The Students love it, try it.

Why do some students hate RATs & others see them as a valuable learning experience?

Your task…Develop a hypothesis about why students resist (or accept and maybe even enjoy) the RATs.

Student Reactons to RATs: Lots of student resistance to Lots of student resistance to

RAts.RAts. In between.In between. Students eventually accept Students eventually accept

(and even enjoy) RATs.(and even enjoy) RATs.

Your task…Develop a hypothesis about why students resist (or accept and maybe even enjoy) the RATs.

Faculty Explanations--Faculty Explanations--Most faculty appear to Most faculty appear to believe the “problems” believe the “problems” are due to:are due to:

““My Students”My Students” ““My Subject”My Subject”

Students are rational and will try to “beat the system” to avoid being treated unfairly: Absolutely--doing well is beyond Absolutely--doing well is beyond

their control.their control. Relatively--other students might Relatively--other students might

get preferential treatment.get preferential treatment.

Why do students resist giving honest peer evaluations?

Peer Evaluations:

Lots of student resistance to Lots of student resistance to giving “honest” feedback.giving “honest” feedback.

In between.In between. Students seldom, if ever, Students seldom, if ever,

“game” the system to give “game” the system to give equal scores.equal scores.

Your task…Develop a hypothesis about why students resist (or don’t resist) giving honest peer evaluations.

Key TBL Principles: Groups properly formed/managedGroups properly formed/managed Individual & team accountabilityIndividual & team accountability Assignments must promote both Assignments must promote both

learning & team developmentlearning & team development Frequent, timely & discriminatory Frequent, timely & discriminatory

performanceperformance feedback. feedback.

Idea to improve peer Idea to improve peer evaluations:evaluations:

1.1. Make sure that students have clear Make sure that students have clear evidence about their peers.evidence about their peers.

2.2. Use formative feedback along the Use formative feedback along the way.way.

3.3. Do them on-line--gets more and better Do them on-line--gets more and better data and doesn’t burden the data and doesn’t burden the instructor.instructor.

4.4. Make a “case” for their value in Make a “case” for their value in preparing students for the future.preparing students for the future.

5.5. Give face-to-face individual feedback; Give face-to-face individual feedback; ask for “Predictions.”ask for “Predictions.”

Idea to reduce resistance to Idea to reduce resistance to TBL:TBL:

1.1. Give practice RAT (e.g. over syllabus).Give practice RAT (e.g. over syllabus).2.2. Time for Q’s (from groups) before RAT.Time for Q’s (from groups) before RAT.3.3. Give comparative scores and grades.Give comparative scores and grades.4.4. Give brief overview of upcoming unit--Give brief overview of upcoming unit--

including what students should DO.including what students should DO.5.5. Mid-term evaluation of how things are Mid-term evaluation of how things are

going in class and in teams.going in class and in teams.

Idea for implementing TBL:Idea for implementing TBL:

““If there's a concept I particularly want to If there's a concept I particularly want to make sure students review, I'll mark an make sure students review, I'll mark an incorrect answer as correct on the RAT. incorrect answer as correct on the RAT. Teams appeal, and in the process really Teams appeal, and in the process really solidify their understanding of the solidify their understanding of the material. Also because they know I will material. Also because they know I will occasionally do this, they are vigilant in occasionally do this, they are vigilant in checking all wrong answers for possible checking all wrong answers for possible appeals.”appeals.”

Idea for implementing TBL:Idea for implementing TBL:

““After each TBL session, spend a After each TBL session, spend a couple of minutes modifying your couple of minutes modifying your application focused exercises and application focused exercises and readiness assurance test exercises readiness assurance test exercises based on how the items performed in based on how the items performed in class.”class.”

Idea for implementing TBL:Idea for implementing TBL:

““In order to optimize the effectiveness In order to optimize the effectiveness of your application exercise, submit it of your application exercise, submit it to at least two persons for critical to at least two persons for critical review before using it with your review before using it with your students. Ideally, these two persons students. Ideally, these two persons would be another faculty content would be another faculty content expert and a mature student who has expert and a mature student who has previously participated in TBL.”previously participated in TBL.”

Idea for implementing TBL:Idea for implementing TBL:

““If I have a student who is absent during If I have a student who is absent during RATs, I let them make up the iRAT and RATs, I let them make up the iRAT and give them the team RAT score on their give them the team RAT score on their first absence. If they miss another RAT, I first absence. If they miss another RAT, I let them make-up the iRAT, but use their let them make-up the iRAT, but use their iRAT score for both the iRAT and tRAT. iRAT score for both the iRAT and tRAT. Peer reviews typically penalize the Peer reviews typically penalize the student for absences, and individual RAT student for absences, and individual RAT scores are already lower than team RAT scores are already lower than team RAT scores. With those two conditions already scores. With those two conditions already occurring, I don't need to give zeros for occurring, I don't need to give zeros for team RATS.”team RATS.”

Is “teaching to Is “teaching to the test”:the test”:

A good thing?A good thing?A bad thing?A bad thing?

My conclusion…My conclusion…

““Teaching to the test” is Teaching to the test” is essential…as long as we essential…as long as we

are teaching to are teaching to THE THE TESTTEST..

Questions about Questions about TBL?TBL?

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