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Welcome to the Afternoon Sessions of the Iowa State University University Teaching Seminar. Center for Excellence in Learning and Teaching (CELT) Holly Bender CELT Interim Director of PFF. CELT is here to help you succeed in Teaching. CELT website http://www.celt.iastate.edu/

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welcome to the afternoon sessions of the iowa state university university teaching seminar

Welcome to the Afternoon Sessions of the Iowa State University University Teaching Seminar

Center for Excellence in Learning and Teaching (CELT)

Holly Bender CELT Interim Director of PFF

celt is here to help you succeed in teaching
CELT is here to help you succeed in Teaching
  • CELT website http://www.celt.iastate.edu/
  • links to many teaching resources, e.g.

-where to publish scholarly teaching work

-how to craft a great syllabus    

-technology and teaching 

-teaching grants

-much more!   

celt is here to help you succeed in teaching1
CELT is here to help you succeed in Teaching!
  • Programming throughout each semester on teaching topics and technology
  • Monthly teaching and technology tips    
  • Bi-Annual newsletter    
  • Lending library on teaching    
  • One-on-one consultations
  • Preparing Future Faculty Program
  • Graduate Teaching Certificate program
  • Located on the 3rd floor of Morrill Hall
essential tips for successful team based learning
Essential Tips for SuccessfulTeam-based Learning

Holly Bender, DVM, PhD, Diplomate, ACVP

Professor, Veterinary Pathology

Interim Director, Preparing Future Faculty

Center for Excellence in Teaching and Learning

welcome new faculty and ta s
Welcome New Faculty and TA’s!
  • How many TA’s?
  • Post Docs?
  • How many in first teaching position?
  • Not first, but less than 2 years of teaching experience?
  • Between 2 and 5 years?
  • Between 5 and10 years?
  • > 10 years?
team based learning
Team-Based Learning
  • Powerful teaching/learning strategy
  • Could spend manyhours
  • Share a few key tips
  • My experience, some research
  • Demonstrate strategies to use in your classroom right away
  • Invite you to add your wisdom
introductions
Introductions
  • Holly Bender
  • Professor, Department of Veterinary Pathology
  • College of Veterinary Medicine
  • Interim Director of PFF
  • Team-based Learning
  • Case-based Learning
  • Share what works for me in classroom
a little about me
A Little About Me
  • DVM, PhD, Diplomate ACVP
  • Veterinary Clinical Pathologist
  • Michigan State - DVM
  • Mixed animal practice
  • Residency - VT and UGA
  • Virginia Tech - PhD
  • Virginia Tech CVM faculty for 22 years
  • ISU for 8 years
clinical pathology vpth 425
Clinical Pathology (VPth 425)
  • Has been a favorite part of my job
  • (Besides faculty development seminars)
  • Developed over > 20 years
  • Laboratory medicine
  • Data interpretation
  • Hematology
  • Blood Chemistry
  • Urinalysis
  • Cytology
laboratory data interpretation
Laboratory Data Interpretation

http://www.montgomerycollege.edu/wdce/hsipics/phlebotomy02.jpg

stuart l vandeventer isu cvm class of 2004
Stuart L. VandeVenter- ISU CVM Class of 2004

"Going to Vet School is like drinking from a fire hose; You'll never take it all in."

how to help students maintain focus
How to help students maintain focus?

Overwhelming amounts of information

They will care when patients arrive

how to help students maintain focus1
How to help students maintain focus?

How to help them care about essential information before it is an emergency

While there is an instructor to support learning

Practice solving problems in a lower stakes environment

Yet high enough stakes so that they care enough to think about it

Need to shift focus from me to students

Need to make it fun and interesting

team based learning1
Team-Based Learning
  • How many have taught using teams?
  • How many have taken classes with teams?
  • Bad experiences? Concerns?
  • Successes?
team based learning2
Team-Based Learning
  • If set up correctly:
  • 1. High levels of attendance
  • 2. High levels of engagement and participation
  • 3. Encourages critical thinking
  • 4. Encourages collaboration
today s agenda
Today’s Agenda
  • Essential Tips
  • Break into teams
  • Practice exercises
  • Share techniques
  • Need a volunteer

Count and divide by 7

essential tips summary
Essential tips- summary
  • Make teams as diverse as possible
  • Keep same teams throughout the course
  • Give the students a voice in assigning weights of the components
  • Create exercises that include both individual and group accountability
  • Develop rigorous assignments that require team interaction
  • Use the 4 S’s
    • Have all teams work on the Same problem
    • Make it Significant to your students and your discipline
    • Students make a Specific choice
    • Simultaneously by all teams
  • Give course credit for outcomes that you want to reinforce
  • Complete team exercises in class
  • Encourage appeals
  • Have a peer evaluation component
tbl community and research
TBL Community and Research
  • Great resources on Website
    • http://teambasedlearning.apsc.ubc.ca/
    • See handout when get to team folder
  • Books
    • Team-Based Learning: A Transformative Use of Small Groups in College Teaching, edited by Larry K. Michaelsen, Arletta B. Knight,
and L. Dee Fink. Stylus Publishing, Sterling VA
    • Team-Based Learning for Health Professions Education A Guide to Using Small Groups for Improving Learning. Eds. Larry K. Michaelsen , Dean X. Parmelee , Kathryn K. McMahon , Ruth E. Levine, (2007) Sterling, VA: Stylus Publishing
    • Team-based Learning: A Transformative Use of Small Groups in College Teaching. Eds. Larry K. Michaelsen, Arletta Bauman Knight, L. Dee Fink. (2004) Sterling, VA: Stylus Publishing.

Can access e-version through ISU library

  • 6 years of TBL implementation in Clinical Pathology
slide20

TBL adapted from Larry Michaelsen

  • Is now a national and international movement
1 make teams as diverse as possible
1. Make teams as diverse as possible
  • Teams should be heterogeneous
  • Students learn from other students
  • Diverse teams generate more alternative solutions
  • and better quality decisions.
  • Best learning comes from teaching others
  • Sort by a diversity that is meaningful to your class
  • In Clinical Pathology, it is career path
    • Students backgrounds vary accordingly
    • Process often sorts automatically by background
if you had to make a decision today
If you had to make a decision today…
  • Small animal practice
  • Food animal practice
  • Equine practice
  • Mixed animal practice
  • Research
  • Academic
  • Industry position
  • Government
  • Zoo or wildlife
  • Exotic companion animal
1 make teams as diverse as possible1
1. Make teams as diverse as possible
  • Undergrad courses students often sorted by –
    • Major,
    • Year in school,
    • Previous experience
    • Anxiety about subject matter
    • # of credits taken
let s model forming teams isu colleges need that count now
Let’s Model Forming Teams-ISU Colleges(need that count now…)
  • Agriculture and Life Science
  • Business
  • Design
  • Engineering
  • Graduate
  • Human Sciences
  • Liberal Arts and Sciences
  • Veterinary Medicine
  • Other
team folders
Team Folders
  • Once teams form,
  • Find sticker on seat
  • Arrange team stickers in circles, rectangles
  • Sit together every class
  • Works in large classes or small
  • Fill out team folder
  • Name, nickname
    • Associates names with teams for records
  • Excellent way to learn names
  • Please find a tent card in the team folder and write your name on it
team folders1
Team Folders
  • Excellent way to distribute paper
    • Stuff papers in folder prior to class
    • A team member picks up at front table each class
    • Returns at end of class
    • Saves class time, reduces chaos
2 keep teams throughout the course
2. Keep teams throughout the course
  • Teams develop cohesiveness as course progresses
  • Work out dynamics between members

Aggressive vs. passive

  • Exercise design can support this
2 keep teams throughout the course1
2. Keep teams throughout the course
  • Stable groups outperform temporary ones:
    • Koppenhaver, G. D. and Shrader, C. B. Structuring the classroom for performance: Cooperative learning with instructor-assigned teams. Decision Sciences Journal of Innovative Education, Vol. 1, No. 1, 2003, pp. 1-21.
  • Team size:

Suggested size from 5-7 students

Too small, not enough exchange

Too big- tend to divide up into two smaller groups

3 give the students a voice in assigning weights of the various components
3. Give the students a voice in assigning weights of the various components
  • Helps students feel empowered in process
  • Fishbowl technique
  • Decide % weight
    • Individual score
    • Team score
    • Peer evaluation score
  • Can place limits
  • Some instructors spend a lot of time on this
  • Hint* Time it to happen 10-15 min before lunch
setting grade weights
Setting grade weights
  • What are the ideal grade weights in your opinion?
  • Individual
  • Team
  • Peer evaluation
  • Discuss this in your group
  • Send a team representative to front
slide31
In past 20 years, over 99.95% of the teams have outperformed their best member by an average of nearly 14%

In fact, the worst team typically outperforms the best student in the class!

Michaelsen et al, 1989

4 create exercises that include both individual and group accountability
4. Create exercises that include both individual and group accountability
  • Clin Path: 2 quizzes on case homework
  • Students take quiz individually
  • Then take quiz as team
  • Individual student score assures accountability
  • Most of learning happens in team quiz
  • Students defend answer to teammates
  • All members of team gets same team score
  • Aggressive students learn to listen
  • Quiet students learn to speak up
5 develop rigorous assignments that require team interaction
5. Develop rigorous assignments that require team interaction
  • Application assignments vary greatly by discipline
  • Community exchange via listserv and books
5 develop rigorous and unique assignments that require team interaction
5. Develop rigorous and unique assignments that require team interaction
  • Quiz
  • Read through case data
  • Take 5 point multiple choice quiz
  • Take first individually
  • Fill out bubble sheet
in the past
In the past….
  • Paper quizzes
  • Bubble sheets
  • Lots of paper
  • Logistical problems
  • Technical problems
5 develop rigorous and unique assignments that require team interaction1
5. Develop rigorous and unique assignments that require team interaction
  • Recently WebCT on tablet computers
  • 5 minute rule
followed by quizzes on cases

Followed by quizzes on cases

First take individually

post on webct
Post on WebCT

Students print to OneNote

Mark up data

Answer questions on WebCT

follow by taking same quiz as team
Follow by taking same quiz as team

Students convinceeach other of rationale

Lots of learning here

Team grade and individual grade

slide41
Significant Problem

Same Problem

Specific Choice

Simultaneous Report

6. Use the 4 S’s

6 use the 4 s s
6. Use the 4 S’s
  • Take again as team
  • Negotiate answers
  • Convince others of rationale to make specific choice
  • This is team score
  • This is where aggressive students learn to listen
  • Quiet students learn to speak up
  • One wrong answer away from doing so
convene as a class and teams answer simultaneously
Convene as a class and teams answer simultaneously

1

8

2

5

Draw team #’s out of jar

Calling on teams

Not as threatening as individuals

Challenge various teams to defend their answers

Helps students engage- help teammates

Give them time to do so

I purposely do not give them answers

Teams convince each other

Figure out key together

3

6 use the 4 s s1
6. Use the 4 S’s
  • Alternately for teams- Use If-At form-- scratch off correct answers
  • Immediate feedback
team exercises with clickers
Team exercises with clickers

Also can do clicker work

I like to use one clicker per team

ISU uses TurningPoint Clickers

Great for reinforcing difficult points in class

Now alternately a Web version

Can be used on a laptop- over IP

Or smart phone

7 give course credit for outcomes that you want to reinforce
7. Give course credit for outcomes that you want to reinforce
  • So many complain that veterinary students are too “point oriented”
  • Veterinary students love points
  • Why fight it?
  • Give credit for what I value
  • Not necessarily a bad thing
  • I give credit for everything that I value
  • Hundreds of points in course
  • Students do the work
8 complete team exercises in class
8. Complete team exercises in class
  • Out-of-class team work encourages “divide and conquer”
  • Does not encourage team interaction
  • In class team work is more feasible for interaction
  • In class team work simulates a real-life decision environment
9 encourage appeals
9. Encourage appeals
  • See handout
  • If do not agree with instructor
  • 24 hours to appeal answer
10 have a peer evaluation component
10. Have a peer evaluation component
  • Most have prior experience with free riders
  • Assures accountability
  • Best if anonymous
  • Developed online evaluation
  • Midterm practice, final counts
  • This will help eliminate “free riders” or “social loafers.”
  • Possible methods:
  • http://teambasedlearning.apsc.ubc.ca/?page_id=176
acknowledgements
Acknowledgements
  • Dr. Larry Michaelsen, U of Central Missouri
  • Dr. Brad Shrader ISU, Business
  • Dr. Jim Sibley, University of British Columbia