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TeamMastermind Northern Arizona University Research Results

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After many years of positive anecdotal evidence of the success of the TeamMastermind Curriculum, we implemented a program evaluation during the 2007-2008 academic year. This first evaluation revealed significant improvements in critical thinking & teamwork skills. Results from 2007-2008 evaluation used to strengthen the curriculum and another evaluation was performed in 2008-2009 to determine whether the educational goals of TeamMastermind® were met. The goals included increasing student skills in cognitive challenge, collaborative learning, and metacognitive awareness. A sample of 150 4th grade students who completed TeamMastermind® curriculum once a week during the 2008-2009 academic year displayed significant increases in student cognitive challenge skills (e.g., critical thinking, problem-solving collaborative learning, and meta cognition).

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TeamMastermind Northern Arizona University Research Results

  1. 1. TeamMastermind® Research Results 2008-2009 Preston Tenney Heidi Wayment Ph.D Mindy Degraff, Founder
  2. 2. Program Evaluation History • After many years of positive anecdotal evidence of the success of the TeamMastermind Curriculum, we implemented a program evaluation during the 2007-2008 academic year • First evaluation revealed significant improvements in critical thinking & teamwork skills • Results from 2007-2008 evaluation used to strengthen curriculum
  3. 3. Study Goals • Evaluate whether the educational goals of TeamMastermind® were met during the 2008-2009 academic year • Goals included increasing student skills in cognitive challenge, collaborative learning, and metacognitive awareness
  4. 4. Participants ! Fourth Grade students (N = 150) • ages 7-10 • enrolled in eight classes from three FUSD schools ! Socioeconomic status and ethnically diverse ! 48% male, 51% female, 1% unidentified ! Evaluation of the program was approved by the principals and teachers involved in the program as a means of assessing on-going educational efforts.
  5. 5. Overview ! Development of Critical Thinking Skills • Cognitive Challenge • Collaborative Learning • Meta-Cognitive Awareness ! Measured Outcomes • Pre- and post-test • Objective data and self-report 5
  6. 6. Cognitive Challenge ! Two open-ended questions addressed the issue of cognitive challenge. • Pre- and post-test problem solving (rope activity) • One item “Please describe how humor can help you or others be more creative." • In the second item students were asked to name as many problem-solving strategies as they could. Using Humor # of Problem Solving Strategies Answers needed to belong to strategies Answers that suggest taught in TeamMastermind® curriculum Good humor improves affect, (e.g., thinking backwards, breaking rules to Articulation repairs mood, or increases solve problems, thinking creatively, open-mindedness working in the round). Answers include “it can Answers were coded as "satisfactory” if Satisfactory help you think of a funny they were less specific (e.g., “think” or Articulation picture” and other similar “try”). generic responses Unsatisfactory All vague and unrelated answers
  7. 7. Rope Activity 2500 2000 1878.37 1500 (Inches) 1000 688.90 500 Pre 0 273% Post ! Students were placed in groups and were asked to construct a continuous “rope” using the given materials. ! By post-test, significant increases!!!
  8. 8. Using Humor 100% Please describe how humor can help you or others be more creative: Ex. “Humor can help others by helping 36.7% them lighten up” 75% 77.3% Unsatisfactory 8.0% Satisfactory Articulation 50% Good Articulation 25% 51.3% 13.3% 8.7% 0% Pre Post
  9. 9. Problem Solving Strategies Named Per Student Pre Post 3% 1% 16% 12% 45% 16% 84% 23% None 1 2 3+
  10. 10. Problem-Solving Strategies: % of Students with "Good Articulation of Answer“ * One or More 4% Pre Post One or More 27% None 73% None 96% One or More None
  11. 11. Cognitive Challenge ! Significant improvement in actual problem-solving skill! (rope activity) ! Significant improvement in how many problem-solving strategies students could name at the end of the year ! Students were significantly more creative in their use of humor to solve problems
  12. 12. Collaborative Learning ! Two open-ended questions assessed how collaborative learning takes place. • The first item asked students to “Describe the features of a team that works well together.” Features of a Team Trust Answers included those that Answers were sufficiently well described ideas about reasoned answers that were specific selflessness, sacrifice, listening, to the question that included, but were Good share blame or punishment or not limited to, answers about Articulation reward, participation, reliability, responsibility, confidence in communication and other team members, and positive group important aspects of teamwork. output. Answers included student responses such as “working Answers included “You have to trust together,” “do not fight,” and other Satisfactory each other” and other generic generic answers that may be Articulation responses. practical but not definitive of what features helps teams work together. Unsatisfactory All vague and unrelated answers
  13. 13. Total Features of a Team Named Per Student* Includes “Good” and “Satisfactory” answers by students Ex. “Cooperation, agreement, always working together” Pre Post 5% 22% 20% 16% 54% 25% 27% 32% None 1 2 3+
  14. 14. Features of a Team: "Good Articulation of Answer“ * One or More Pre Post 21% None One or More 46% 54% None 79% None One or More
  15. 15. Trust* 100% How is trust related to homework? Ex. “By believing in them. Building them up.” 75% 37.3% 81.4% Unsatisfactory Satisfactory Articulation 50% Good Articulation 27.3% 25% 30.0% 12.0% 0% 5.4% Pre Post
  16. 16. Collaborative Learning ! Significant increases in student understanding of teamwork and trust in others over the course of the school year.
  17. 17. Meta-Cognitive Awareness ! Two open-ended questions assessed how aware students were about their own thinking processes in terms of self evaluation and self compassion. • The first item asked students to describe their "thoughts and feelings" when they made a mistake. • The second item asked “What does it mean to take personal Students’ Thoughts and Feelings After Actions Mistakes 1 Sad/Bad Responses included answers Good referring to personal 2 Anxious/Fear Articulation accountability, restitution, and 3 Guilt owning up to mistakes. 4 Learn From It Responses included “don’t lie” Satisfactory and “tell the truth” and other 5 Self-Acceptance Articulation practical examples of personal 6 Self Critical responsibility. 7 Apathy Unsatisfactory All vague and unrelated answers 8 Unclear or Vague
  18. 18. After a mistake.... Student thoughts and feelings" Before After when they made a mistake TeamMastermind® TeamMastermind® Sad/Bad 32% 26% Anxious/Fear 10% 10% Guilt 6% 9% Learn From It 5% 13% Self-Acceptance 12% 21% Self Critical 14% 10% Apathy 5% 2% Unclear or Vague 16% 9%
  19. 19. Actions 100% What does it mean to take personal responsibility for your actions? Ex. “By saying, ‘Yes I did do that.’” 75% 37.3% 73.4% Unsatisfactory Satisfactory Articulation 50% Good Articulation 27.3% 25% 13.3% 30.0% 12.0% 0% Pre Post
  20. 20. Meta-Cognitive Awareness ! Students reported significant increases in their ability to learn from their mistakes ! Students reported a significant increase in self-acceptance after making a mistake. ! Students were significantly more likely to take responsibility for their actions at year’s end
  21. 21. Conclusion • Sample of 150 4th grade students who completed TeamMastermind® curriculum once a week during the 2008-2009 academic year • Significant increases in student skills were observed in cognitive challenge (e.g., critical thinking, problem-solving) collaborative learning, and meta-
  22. 22. According to teachers, administrators, and students, the TeamMastermind curriculum is an outstanding opportunity to develop critical thinking and teamwork skills.

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