1 / 21

Teaching Food Science Using Team-based Learning

Teaching Food Science Using Team-based Learning. Joye M. Bond, PhD, RD Department of Family Consumer Science. Background. Food Science (FCS 340) = Frustration! “Designing Courses for Significant Learning” Workshop—Dee Fink & Associates. Shift to a learning-centered course perspective.

courtney
Download Presentation

Teaching Food Science Using Team-based Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Food Science Using Team-based Learning Joye M. Bond, PhD, RD Department of Family Consumer Science

  2. Background • Food Science (FCS 340) = Frustration! • “Designing Courses for Significant Learning” Workshop—Dee Fink & Associates

  3. Shift to a learning-centered course perspective • Team-Based Learning Model • Michaelsen, LK, Knight, AB and Fink, LD. 2004. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publ., Sterling, VA

  4. Team-Based Learning Instructional Activity Sequence (for each unit) 1 hour + or - A few minutes to several hours (Integrative) 6. Application/Critical Thinking-focused Activities & Problems Readiness AssuranceDiagnosis-Feedback Application of Course ConceptsDevelopment of Students’ Critical Thinking Skills Preparation(Pre-class) 1. Individual Study 2. Individual Test 5. Instructor Input 3. Team Test 4. Written Appeals (teams) • Readiness Assurance Process Ensures: • Effective and efficient content coverage. • Development of real teams and team interaction skills. • An experience-based insight about the value of diverse input. • Development of students’ self-study & life-long learning skills. • Class time to develop students’ application/critical thinking skills.

  5. The larger type-size reflects the amount of class time used for each activity—the larger the type, the greater the class time used. Learning Objective: Mastery of course subject matter Traditional Lecture Class discussion Individual study TBL Pre-class individual study Readiness Assurance Process (IRATS & TRATS)

  6. Learning Objective: Develop ability to use course content in thinking and problem solving Traditional Class discussion Individual exams/projects Group presentations or papers (work done outside class) TBL In-class team work (problem-based discussion within group) Individual exams/projects

  7. Learning objective: Enhance interpersonal and team interaction skills Traditional “Sink or swim” (Since any group work is usually outside of class, instructor can’t help students learn from working in a team) TBL In-class team work (Tasks require cooperation; feedback and rewards for both individual and group performance are provided)

  8. Learning objective: Prepare to be a life-long learner Traditional (counterproductive) Adapted from Team-Based Learning by Michaelsen, Knight, & Fink TBL Active learning (Exposes students to multiple learning strategies; learners become confident & resourceful)

  9. Learning objective: Enjoy the course! Traditional Course is well-organized Instructor delivers content with enthusiasm and “style” Lectures supported with high quality visuals, etc. TBL Team assignments that are interesting, relevant, and challenging Immediate feedback Friendship & social support

  10. Introduce class to TBL • PPT • Explain why • Team Rules (H/O-1) • “Getting to Know You” (H/O-2)

  11. Set up Your Teams • Consider both assets and liabilities • Diverse • Fairly large (6-7) • Teacher sets up the teams

  12. Pre-class Individual Study • “Flipped” classroom • Pre-assigned reading • Individual and team accountability

  13. IRAT • “Individual Readiness Assessment Test” • 20 MC questions on pre-assigned reading material (a unit) • Individual Accountability

  14. TRAT • “Team Readiness Assessment Test” • Same as IRAT, but taken as a team • Both scores count • Team accountability • Peer assessment (H/O-3)

  15. Written Appeals • After both IRAT and TRAT are completed, teams can appeal an answer (written) using a pre-set procedure (H/O-4)

  16. Instructor Input after RATs • Appeals are accepted or rejected • Clarification of any unclear concepts

  17. Team Questions (TQs) • Need to promote learning and team interaction • Use course concepts to solve problems (H/O-5) • Promotes lifelong learning • Sometimes use “mini-lectures” before the TQs to explain important concepts

  18. Instructor Input for Team Questions • Available to answer questions • If there seems to be confusion, I sometimes do another “mini-lecture” at the end of class or beginning of next class addressing those issues • TQ rubric (H/O-6)

  19. Results so far… • Excitement! • Student ownership of their learning & that of their peers ( TRATs & peer assessment) • Using higher level thinking skills

  20. Ongoing changes… • More immediate feedback on tests and team questions • More mini-lectures & videos for clarification • Rescheduling of lab and class time to better accommodate the process • Better structuring of team questions so teams work together • Better assessment of individual learning

  21. Additional Resources • Fink, LD. 2003. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass , San Francisco, CA • Michaelsen, LK, Parmelee, DX, McMahon, KK, Levine, RE. (Eds.) 2007. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publ., Sterling, VA • http://www.teambasedlearning.org/ • http://www.designlearning.org/ • Dr. Mary Hadley, Department of Chemistry, Facilitator for TBL in CETL

More Related