This document discusses enhancing graduate student teaching preparation through a modified team-based learning (MTBL) approach. It describes forming diverse student teams, using readiness assurance tests and mini-lectures. MTBL was integrated into a Graduate Teaching Assistant Academy. Lessons learned include increased student retention, benefits of group work, and positive responses to instructional technology projects. While challenging, MTBL provided structure and support for presenters. Overall, MTBL was found to be a successful addition for enhancing graduate student teaching preparation.

1. ENHANCING GRADUATE STUDENT
TEACHING PREPARATION
THROUGH A TEAM-BASED
LEARNING APPROACH
MICHELLE RODEMS, PH.D.
MICHELLE.RODEMS@LOUISVILLE.EDU
MARIE KENDALL BROWN, PH.D.
MARIE.BROWN@LOUISVILLE.EDU
UNIVERSITY OF LOUISVILLE

2. READINESS ASSURANCE TEST (RAT)

3. TEAM FORMATION TIPS
1. FORM TEAMS WITH 3 TO 4 GROUP MEMBERS
2. TEAM MEMBERS SHOULD BE DIVERSE IN ABILITY
3. COMMON BLOCKS OF TIME FOR OUTSIDE OF CLASS MEETINGS
4. AVOID ISOLATING AT-RISK STUDENTS, ESPECIALLY IN THE FIRST YEAR OF
THE CURRICULUM
5. COLLECT DATA BEFORE YOU FORM TEAMS ON THE FIRST DAY OF CLASS
(CF., GETTING TO KNOW YOU FORM, OAKLEY ET AL., 2004, PP. 24-25)
6. ANNOUNCE TEAMS ON THE 2ND DAY OF CLASS

5. MINI-LECTURE:
GTA ACADEMY & TEAM-BASED LEARNING

6. TEAM-BASED LEARNING USES
SMALL GROUPS AS THE
PRIMARY IN-CLASS ACTIVITY,
AND INCORPORATES
ACTIVITIES AND PROCESSES
THAT RESTRUCTURE THE
LEARNING EXPERIENCE
ACCORDINGLY (MICHAELSON,
BAUMAN KNIGHT, & FINK,
2000).

7. FOUR ESSENTIAL PRINCIPLES OF TEAM-BASED
LEARNING
• GROUPS MUST BE PROPERLY FORMED AND MANAGED
• STUDENTS MUST BE MADE ACCOUNTABLE FOR THEIR
INDIVIDUAL AND GROUP WORK
• GROUPS ASSIGNMENTS MUST PROMOTE BOTH LEARNING
AND TEAM DEVELOPMENT
• STUDENTS MUST HAVE FREQUENT AND TIMELY
PERFORMANCE FEEDBACK

8. OUR CHALLENGE: THE “M”

9. Traditional TBL Modified TBL for GTA Academy (MBTL)
Outside of class Outside of class
 Readings for prep (30-50 pgs)  Question to consider
n class 1-1.5 hrs 30-45 min
 Readiness Assurance Process (RAP):
Individual test, same test as team,
appeals
 Individual assessment/reflection, group assessment/reflection, w/faculty
mentor/alumni/facilitator providing thoughts and feedback, discussion in
the large group w/presenter clarification
 Mini-lecture  Mini lecture – designed to clarify knowledge, refine knowledge, correct
knowledge
n class 3-5 class meetings 1 hour
 Application activities  Application activities “The most fundamental aspect of designing effective
team assignments is ensuring that they truly require group interaction. In
most cases, team assignments will generate a high level of interaction if
they require teams to use course concepts to make decisions that involve a
complex set of issues, and enable teams to report on their decisions in a
simple form.”
 Teams significant problem, significant
choice
 Teams goal problem, choice
 Same problem, report all together  Similar problem, report all together

10. MTBL INTEGRATION
PRE-ACADEMY
• FACILITATORS WORK THROUGH MTBL
FORMAT
• FACILITATORS, PRESENTERS, FACULTY
MENTORS TALK THROUGH PROCESS &
CONTENT OF MTBL
• MTBL INTEGRATED INTO PRE-ACADEMY
SURVEY
FALL
• MTBL INTRODUCED TO STUDENTS IN
FIRST SESSION
SPRING
• MTBL INTEGRATED INTO POST-ACADEMY
SURVEY AND FINAL REFLECTION
• MTBL INCLUDED IN POST-ACADEMY SURVEY
FOR INSTRUCTORS AND PRESENTERS
THROUGHOUT
• MICHELLE SERVES AS CONSULTANT TO
ASSIST EACH PRESENTER WITH MTBL
RESTRUCTURING
• MTBL ASSESSED MID-YEAR AND
THROUGHOUT AND ADJUSTMENTS MADE
POST-ACADEMY
• MTBL INCLUDED IN POST-ACADEMY DEBRIEF

11. LESSONS LEARNED
Evidence Lessons
Learned
2011-2012 26 admitted/20 completed =
77% retention
2012-2013 30 admitted/22 completed =
73% retention
2013-2014 33 admitted/27 completed =
81% retention
Retention
of more
students

12. LESSONS LEARNED
Evidence Lessons
Learned
Value of faculty mentors = See faculty as
human
Ask and respond to questions = Not so
fully “expert,” Could be vulnerable
Role = Be a learner alongside students
Validation/normalization of professional
development
Better faculty
integration

13. LESSONS LEARNED
Evidence Lessons Learned
“I’ve really learned the value of
well-crafted group work. I HATED
group work, but this experience
really brought me around.”
Observed and qualitative
indicators of benefits of
group work

14. LESSONS LEARNED
Evidence Lessons Learned
• 38% increase in pre-post-
confidence of exploring new
instructional technologies
• “I thought I wouldn’t like this but I
really did! I learned so much. Now I
routinely use TED Talks and Prezi
in my job and teaching.”
Overall positive
response to
instructional technology
project

15. LESSONS LEARNED
Evidence Lessons Learned
“I think it would be nice to have
more ability to work with different
people each meeting.”
Students want to get to
know other students
beyond their regular team

16. LESSONS LEARNED
Evidence Lessons
Learned
“TBL was a bit of a challenge to shift my
work, but it was well supported … and the
process ended up being a great addition to
the sessions I led.”
MTBL requires
support and
structure to be
successful

17. A FEW WORDS ABOUT THE COLLABORATIVE-
COOPERATIVE LEARNING CONTINUUM
Casual Use
[Think-Pair-Share]
Cooperative Learning
[In-Class Case Study Exercise]
Team-Based Learning
[Community-based
Learning]
Low Structure High Structure

18. CASE
STUDY

19. DEBRIEF & QUESTIONS

20. RESOURCES
• BARKLEY, E. F., CROSS, K. P., & MAJOR, C. H. (2005). COLLABORATIVE LEARNING
TECHNIQUES. SAN FRANCISCO, CA: JOSSEY-BASS.
• MICHAELSON, L K., BAUMAN KNIGHT, A., & FINK, L. D. (EDS.) (2002). TEAM-
BASED LEARNING: A TRANSFORMATIVE USE OF SMALL GROUPS. WESTPORT, CT:
PRAEGER.
• OAKLEY, B., FELDER, R. M., BRENT, R., & ELHAJ, I. (2004). TURNING STUDENT
GROUPS INTO EFFECTIVE TEAMS. JOURNAL OF STUDENT CENTERED LEARNING,
2(1), 9-34.