Some thoughts after week 1

• Michaelsen L. K. (2004). Getting started with team learning. In L. Michaelsen, AB Knight, LD Fink (Eds.), Team based learning: A transformative use of small groups (pp. 27-52). Sterling, VA. First Stylus. Retrieved from https://www.med.illinois.edu/FacultyDev/Classroom/InteractiveMethods/Michaelson.pdf

• Michaelsen, L. K. (1998). Three keys to using learning groups effectively. Adapted from the Professional and Organizational Development Network Essay Series Teaching Excellence: Toward the Best in the Academy, Vol. 9, 1997-1998. POD Network, Ames, IA, 1998.

• Michaelsen, L. K., Fink, D., & Knight, A (1999). Designing effective group activities. The National Teaching & Learning Forum, Vol. 8, (No. 6). Retrieved from http://www.ntlf.com/html/pi/9910/toc.htm

• Michaelsen, L. K. & Sweet, M. (2008) Backward design. Excerpt from Chapter 2 of Michaelsen, L. K., Parmalee, D., Levine, R. & McMahon, K. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publishing, LLC: Sterling, VA.

EXPERIENCE THE READINESS ASSURANCE PROCESS AND A GROUP ACTIVITY

Online

• Orientation to TBL at beginning of class

• Team-building activity.

• More time for the tRAT

• Add an appeals process.

• Provide the following information to teams: attendance, iRAT scores, tRAT scores and other assignment info.

• Your feedback has been invaluable to my learning.

Team ATeam B

Team C

80% 80% 80%

The iRAT produced an 80% Mean, Median and Mode.

The range of scores was 100% - 60%

A. Assignments focus on process (decisions) and not lengthy products

B. Focuses on teaching students how to work in teams

C. Built-in penalties for teams and individuals that “fail” to perform adequately

D. All of the Above

A. Provides individual accountability for individual preparation

B. Prepares students for Problem-Solving and Application Activities that follows

C. Lets instructor know what topics student are having difficulty with

D. All of the above

A. Modules end with a capstone Application Activity that integrates the previous lecture material.

B. Application Activities must be constructed around the 3 S’s (same problem, specific choices, simultaneous report)

C. Application Activities are best done individually to ensure equality of effort.

D. Application Activities make the best use of instructor expertise, since they can oversee application attempts by students and provide prompt focused feedback.

A. Teams stay together long-term AND assignment as team recorder for reticent students

B. Peer Feedback AND simultaneous reporting

C. Teams stay together long-term AND grade weighting for team productivity

D. Peer Feedback AND grade weighting for individual work

Response to Margaret

Team Application Exercise

• Group Activity #1

All 4 S’s

• Group Activity #2

Missing same problem

• Group Activity #3

“Education is not the filling of a pail, but the lighting of a fire.”

William Butler Yeats