creating effective team assignments jim sibley. know where you want to go jim sibley
TRANSCRIPT
Know Where You Want To Go
Jim Sibley
TBL Activities
Reporting
Facilitating
Planning
Discussion
Assessment
The Natural Strengths of Teams
•Teams can be good at: • Making Decisions • Arriving at Consensus• Discussion of supporting rationales • Defense of their decisions
Develop assignments that play to the natural strengths of teams.
Group assignments (3 S’s)
– Same Problem. Individuals/groups work on the same problem, case or question.
– Specific Choice. Individuals/groups must use course concepts to make a specific choice.
– Simultaneous Report. Individuals/groups report their choices simultaneously. Visibility of student thinking.
Intra-team
discussion
In-ClassProblems
Inter-team
discussion
Simultaneous
Reporting
Simple
Complex
Practice
Graded
Readings and RAP
Individual
Homework
Four questions to consider when designing TBL activities
1. What should students to be able to do?
2. What will they need to know to do it?3. What do they already know? (So I
don’t have to teach it)4. How will I know that they know it?
Larry Michaelsen Video Clip
From Larry Michaelsen
Assignment Phrasing
• “Make a list”• Low cognitive skills• Low commitment to output• Low accountability
• “Make a specific choice”• Focuses on ‘why?’• Higher cognitive skills• Higher commitment to output• Higher accountability/cohesiveness
Pelley’s Backward Design
•Develop case or scenario•Consider knowledge required to solve case
– Write some RAP questions specific to case
•Write learning objectives that pertain directly to the case or scenario
– helps students focus and prepare
•Select readings and create reading guides
– helps students focus and prepare
Adapted from Creating Application Exercises for Basic Sciences John Pelley
As the Charge Nurse, you should:
A patient with a Brain Stem Stroke has collapsed a lung from intractable hiccups and feed-tube aspirates. He was admitted to intensive care to deal with the subsequent pneumonia. A few weeks later the PRN order for Baclofen has expired. The patient has begun to hiccup again and is growing increasingly distressed that nothing is being done. It appears to be a doctor oversight that it was not renewed. It is Friday night of a long weekend and the doctor on call is not returning their page.
1. Do nothing, but continue to attempt to contact the doctor
2. Give the patient the pill and note it in the chart
3. Give the pill, chart it, and continue calling the doctor
4. Mark a pill as spoiled and leave it with the patient
Code of Ethics
Patient Intimidation
Doctor/Nurse Relationship
Hospital Policy
Doing the “Right Thing”
Charting Requirements
• Start with existing resources– NMBE, Case Banks, USMLE Review
Books
• Vary question complexity• Create opportunities that will
encourage focused review of supporting material (webquests)
Designing Exercises
SimultaneousReporting Ideas
Jim Sibley
Hand Paddles
Important things is to make student thinking visible
Which assignment wording would best promote higher level cognitive skills, reporting discussion
quality and team development
1. List the mistakes that writers frequently make that detract from their efforts to write in an active voice.
2. Read the following passage and identify a sentence that is a clear example of: a) active voice, and b) passive voice.
3. Read the following passage and identify the sentence in which the passive voice is used most appropriately.
From TBL Book
Classroom Response Systems
A container of water rests on a scale. If you dip your hand into the water, without touching the container, what will happen to the reading on the scale? 1. Decreases
2. Increases 3. Remains the same
Javed Iqbal, Physics, UBC
Whiteboards
Karla Kubitz
Whiteboards
What was the Most Important News Issue of
2006?
Stacked Overheads
Francis Jones, EOSC, UBC
Push-Pins in Maps
Excel Charts
AB C
D
E
F
G
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
-0.2 0 0.2 0.4 0.6 0.8 1 1.2
NACA 3312 A
B C
D E
F G
Ostafichuk, MECH, UBC
Flip Charts and Gallery Walks
Hot SeatAnswer Keying
Larry Michaelsen Video Clip
From Larry Michaelsen
Laptops
•ETH Lecture Communicator
•TurningPoint, PRS
•Web Quests
•Custom Search Engines
GoogleDocs
Ostafichuk and Hodgson, MECH, UBC
Pocket PC
•Class In Hand
•ETH Lecture Communicator
•TurningPoint, PRS
ReportingDiscussions
Jim Sibley
Same Problem
Specific Choices
Simultaneous Report
TBL Reporting Discussions• The Introduction
– Call attention– Motivate students to discuss topic/idea– Clarify the purpose of the discussion– Explain importance and relevance of topic
• The Body– Call attention to differences in student thinking– What questions will be asked to enable students to meet
objectives (SWOT or ORID)• The Conclusion
– Summarize major ideas developed in the discussion; tie entire discussion together
– What are students supposed to take away– Preview how knowledge learned will relate to topics to be
discussed in future classes.
Derek Lane 2006
3 Questions• What? Descriptive• So what? Interpretive• Now what? Application
5 Questions•How do you feel?•What happened?•Do you agree?•Has this ever happened to you?•What if . . .?
TBL Reporting Discussions
• Assemble teams• Build rapport• Encourage equal participation• Assign specific roles (facilitator,
recorder, etc.)• Explain ground rules for
participation• Provide a Clear Discussion
Objective
TBL Reporting Discussions
Derek Lane 2006
SWOT Analysis• Strengths • Weaknesses• Opportunities• Threats
• Provide a Clear Discussion Objective
• Objective – facts, external reality
• Reflective – individual’s responses to facts
• Interpretive – significance/meaning for group
• Decisional – application, action, implementation, new directions
ORID
The Art of Focused Conversation
Assessment
Jim Sibley
Rubric for the Six Facets of Understanding
•Criteria for each facet: • Explanation → accurate • Interpretation → meaningful • Application → effective • Perspective → credible • Empathy → sensitive • Self-knowledge → self-awareness
Adapted from Wiggins and McTighe, 2000
Assessing TBL Activities
• Pre-class preparation document
• Reflective team summary• Team consensus document• Peer critique of solution• Peer evaluation
AB C
D
E
F
G
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
-0.2 0 0.2 0.4 0.6 0.8 1 1.2
NACA 3312 A
B C
D E
F G
Reporting
• Numerical Position
• One page summary– principles and approach and not calculations (16 pt font or bigger)
Ostafichuk, 2005
Exercise Objective: Prepare briefing notes for press conference - Should we approve GMO crops for use in Canada?
• Individual Assignment - 2 page briefing notes for minister at press conference
• Team Product - 1 page briefing note - 18 pt font – Advantages/Disadvantages – Risks/Benefits – Common Arguments and Answers
Part Two • What would you recommend to the Minister?
– Simultaneous reporting
Student Individually Engages with
Materials
Teams Discuss and Distill with Clarified
Structure For Response
Students Get To Use What They Know
and Discuss it Further
• Use authentic problems• Create choices that require the measured
application of course concepts• Activate prior knowledge
• Plan an effective reporting strategy• Plan the reporting discussion
– Issues and aspects to be discussed– Planning for class consensus, optional
milestones– Summation planning – Accept that some exercises will fail
TBL Exercises Final Thoughts
http://www.learning.apsc.ubc.ca/tbl
http://www.teambasedlearning.org
Team-Based Learning: A Transformative Use of Small Groups in College
Teaching.