Teaching Food Science Using Team-based Learning
description
Transcript of Teaching Food Science Using Team-based Learning
![Page 1: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/1.jpg)
Teaching Food Science Using Team-based Learning
Joye M. Bond, PhD, RDDepartment of Family Consumer Science
![Page 2: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/2.jpg)
Background
Food Science (FCS 340) = Frustration! “Designing Courses for Significant
Learning” Workshop—Dee Fink & Associates
![Page 3: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/3.jpg)
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
![Page 4: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/4.jpg)
Team-Based LearningInstructional Activity Sequence (for each unit)
Readiness Assurance Process Ensures:1. Effective and efficient content coverage.2. Development of real teams and team interaction skills.3. An experience-based insight about the value of diverse input.4. Development of students’ self-study & life-long learning skills.5. Class time to develop students’ application/critical thinking skills.
Preparation(Pre-class)
Readiness Assurance
Diagnosis-Feedback1 hour + or - A few minutes to several hours (Integrative)
1. Individual Study
3. Team Test
4. Written Appeals (teams)
6. Application/Critical Thinking-focused
Activities & Problems
Application of Course ConceptsDevelopment of Students’ Critical Thinking Skills
2. Individual Test
5. Instructor Input
![Page 5: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/5.jpg)
Learning Objective: Mastery of course subject matter
Traditional
Lecture Class discussion Individual study
TBL
Pre-class individual study Readiness Assurance
Process (IRATS & TRATS)
The larger type-size reflects the amount of class time used for each activity—the larger the type, the greater the class time used.
![Page 6: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/6.jpg)
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
![Page 7: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/7.jpg)
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)
![Page 8: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/8.jpg)
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)
![Page 9: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/9.jpg)
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
![Page 10: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/10.jpg)
Introduce class to TBL
PPT Explain why Team Rules (H/O-1) “Getting to Know You” (H/O-2)
![Page 11: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/11.jpg)
Set up Your Teams
Consider both assets and liabilities Diverse Fairly large (6-7) Teacher sets up the teams
![Page 12: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/12.jpg)
Pre-class Individual Study
“Flipped” classroom Pre-assigned reading Individual and team accountability
![Page 13: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/13.jpg)
IRAT
“Individual Readiness Assessment Test”
20 MC questions on pre-assigned reading material (a unit)
Individual Accountability
![Page 14: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/14.jpg)
TRAT
“Team Readiness Assessment Test” Same as IRAT, but taken as a team Both scores count Team accountability Peer assessment (H/O-3)
![Page 15: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/15.jpg)
Written Appeals
After both IRAT and TRAT are completed, teams can appeal an answer (written) using a pre-set procedure (H/O-4)
![Page 16: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/16.jpg)
Instructor Input after RATs
Appeals are accepted or rejected Clarification of any unclear concepts
![Page 17: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/17.jpg)
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
![Page 18: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/18.jpg)
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)
![Page 19: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/19.jpg)
Results so far…
Excitement! Student ownership of their learning &
that of their peers ( TRATs & peer assessment)
Using higher level thinking skills
![Page 20: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/20.jpg)
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
![Page 21: Teaching Food Science Using Team-based Learning](https://reader035.fdocuments.in/reader035/viewer/2022081517/56816717550346895ddb8724/html5/thumbnails/21.jpg)
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