presentation by Bridgette Kirkpatrick and Carole Twichell at Bio-Link Summer Fellows Forum 2016

1. Bridgette Kirkpatrick and Carole Twichell
Collin College, Plano, Texas

2. An approach to
teaching/learning in
which:
Lecture is minimized
Individual accountability
is enforced
Team experiences
provide dynamic
learning

3. Is this how
you teach?

4. 14th Century
20th Century
21st Century

5. Eric Mazur, Harvard

6.  CATME Tools:
 Team Builder
 Contacts students by email
 Students are placed in
teams based on survey
answers
 Instructor sets parameters
 CATME Bars
 Students rate each other
 Instructor-determined
 Provides “score”
 Anonymous reporting to
student
Permanent teams
Evenly divide “assets” and “liabilities”

8. A. Acquiring the information (facts,
principles, concepts)
B. Learning how to use information and
knowledge in new situations
C. Developing lifelong learning skills

9. -which do you think you can make
headway on outside of class by your own
reading and studying?
-which do you think would be best
achieved in class working with your
classmates and instructor?

10.  Write two or three things that you need to do to be successful
in the course
 Two or three things that your team members need to do for
your team to work effectively and successfully“
 Write two or three things that the educator needs to do for you
to be successful

11.  Traditional lecturing versus active learning?
 meta-analysis of 225 studies reporting data on exam scores or
failure rates comparing student performance STEM courses
 Average examination scores improved by about 6% in
active learning sections.
 Students in classes with traditional lecturing were 1.5
times more likely to fail than were students in classes
with active learning.
 Results:
 raise questions about the continued use of traditional
lecturing as a control in research studies.
 support active learning as the preferred, empirically validated
teaching practice in regular classrooms.

12.  Effective application activities:
Present a significant (interesting)
problem, promoting higher-level
learning
Require teams to work on the same
problem
Engage teams by requiring a specific
choice
Require simultaneous reporting of
choices

13.  Forces the students to think through the
arguments being developed as they defend their
answer to classmates.
 Enables students and the instructor to assess
understanding of the concepts even before
students leave the classroom.
 Additional benefits:
 Increased class attendance.
 Students become responsible for their own learning.

14. Lectures;
Case Studies

15.  Individual (at home and in class)
 Individual Score: Readiness Assurance Process
 Homework
 Final
 Exams
 Team (in class)
 Team Score: Readiness Assurance Process
 Team Activities
 Peer Evaluation (via www.CatMe.org)
 Setting grade weights video:
https://www.youtube.com/watch?v=5ydR0rS-urk

16.  Development of appropriate pre-lecture materials.
 Preparing students for new learning
responsibilities.
 Gaining student buy-in so that students are
committed to the process.
 Preparing students to work effectively in teams.
 Developing activities to promote learning beyond
“remembering.”

17. www.teambasedlearning.org
Literature and
videos on
integrating TBL
into classes

18.  “Be prepared to do extra work, but in class is a lot
more fun than boring lectures. Do the prep and then
have fun in class.”
 “I don’t really like to work with people…this taught
me the value of working with others.”
 “It’s important to speak up in your group because
that’s where a lot of your learning will take place.”
 “You actually have to learn the material instead of
just memorizing for a one time test.”

19.  “Before your class, I never prepared early for class.
Now I make sure to read the chapter and do all the
study guides before we even go over the material in
class. You taught me the importance of being
prepared! I seriously can't thank you enough.”

20.  Rebecca Orr for assistance with
Implementation and guidance
Dr. Cameron Neal for moral and
financial support of implementation

21.  Balan, P., Clark, M. & Restall, G. (2015). Preparing students for Flipped or Team-Based Learning
methods. Education + Training. 57 (6), 639-657.
 Bjork Learning & Forgetting Lab: http://bjorklab.psych.ucla.edu/research.html
 Bonwell, C. C. & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC
Higher Education Rep. No. 1). Washington, DC: The George Washington University, School of Education and
Human Development.
 Camerer, C., Loewenstein, G & Weber, M. (1989). The curse of knowledge in economic settings: An
experimental analysis. Journal of Political Economy 97, 1232–1254. doi:10.1086/261651.
 CATME Smarter Team Network: http://catme.org/
 Felder, R.M. & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2,4.
 Freeman, S., Eddy, S.L., McDonough, M., Smith,M.K., Okoroafor, N., Jordt H. and Wenderothm M. (2014).
Active learning increases student performance in science, engineering, and mathematics. PNAS 111 (23)
8410-8415; published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111.
 Koriat, A & Bjork, R. (2006). Illusions of competence during study can be remedied by manipulations that
enhance learners’ sensitivity to retrieval conditions at test. Memory & Cognition 34(5), 959-972.
 Mazur Group: http://mazur.harvard.edu/research/detailspage.php?rowid=8
 Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small
groups in college teaching. Sterling, VA: Stylus Publishing, LL.
 Team-Based Learning Collaborative: http://tblcollaborative.org/