team-based learning: what makes it: distinctive? so important? presentation by: l. dee fink, ph.d....

TEAM-BASED LEARNING:

What Makes It: DISTINCTIVE?

SO IMPORTANT?

Presentation by:

L. Dee Fink, Ph.D.

National Consultant in Higher Education

Author: Creating Significant Learning Experiences

Team-Based Learning Conference

Vancouver, British Columbia

May 31 – June 1, 2007

Team-Based Learning: Distinctive - Important

I. Introductory Comments

II. TBL: What Makes It

DISTINCTIVE?

III. TBL: What Makes It SO

IMPORTANT?

IV. Wrap-Up



Medical & Health Professions Education:

• Very Important

• Some serious cost/quality issues

• Very costly

• Uneven/low quality


American Health Care:

Cost:

• The US spends more than double the median of OECD countries.

• US = $4,178 per capita/year

• Next highest?

• Switzerland: $2,794

• Canada: $2,312

• Median: $1,783

Source: Health Affairs, Vol 20, No. 3 (May-June 2001), pp. 219-232.



Cost

Quality:

• US ranks 12th out of 13 developed countries (on 16 health indicators)

• Canada: Ranks 3rd highest

Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.



Quality (cont):

C. Cause of Health Problems:

• People’s life style? Or medical care?

• “225,000 deaths per year from iatrogenic causes”

• Unnecessary surgery• Nosocomial infections in hospitals • Other errors in hospitals• Medication errors in hospitals• Non-error, adverse effects of medications

Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.



One Major Cause of the Problem?

• Health Care Providers don’t know how to work together!

Source: “The State of the Nation’s Health”, Dartmouth Medicine, Spring 2007, pp. 26-35.



Higher Education in General:

• Very Important

• Some serious cost/quality issues

• Very costly

• Uneven/low quality


“Tertiary education [i.e., higher education] is more critical, the flatter the world gets.”

-Thomas Friedman, The World is Flat (p. 289)

“[The new world economy] is highly knowledge-intensive – so you must be good at constantly learning. If you stand still, you fall back.”

-J.F. Rischard, High Noon (p. 30)


Evidence That Students Are NOT

Having Significant Learning

Experiences:

• Employers

• Derek Bok: “Our Underachieving Colleges”


Derek Bok:

•Learning to communicate

•Learning to think

•Building character

•Preparation for citizenship

•Living with diversity

•Preparing for a global society

•Acquiring broader interests

•Preparing for a career

from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)


Derek Bok:

• …lack of any overarching purpose in the undergraduate curriculum.

• …allowing intellectual standards to deteriorate.

• …colleges and universities…accomplish far less for their students than they should.

from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)



II. TBL: What Makes It Distinctive?

III. TBL: What Makes It So Important?

IV. Wrap-Up



A. From: Traditional Ways of

Teaching


HOW DO PEOPLE LEARN?

1. Transmit Knowledge?


Transmission

Of

Knowledge




2. Constructivism


Constructivist View of Learning

• We can transmit “INFORMATION.”

• But people have to take that information and CONSTRUCT their own understanding of it, and figure out what they can do with it.




2. Constructivism

3. Social Constructivism


Social Constructivism:

• We can construct our

understanding of anything by

ourselves, but...

• it usually works much better to

collaborate and dialogue with

others about how best to

understand a topic – and know

what we can do with that

understanding.



A. From: Traditional Ways of

Teaching

B. From: Other Ways of Using Small

Groups


•Covering a 2-3 Week Block of Time

•Covering One Major Topic Within the Course

Three Phases of Team Learning:

R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long

In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction

Out-of-Class: Reading Homework Homework Review

Approximate Level of Content Understanding at Each Phase:

Assessment

The Sequence of Learning Activities in Team-Based Learning

Preparation

Activities:

Application (Practice with Feedback)

40% 90-100%50% 60% 70% 80%) ) ) ) ))

CULMINATING PROJECT

EXAM: Individual or

Group


TBL: What It Isn’t

≠ Weekly RATs all semester long

≠ Just a Group RAT

≠ Graded group work without Peer Evaluation

Permanent, intentionally-formed groups

Individual & Group RAT

= In-Class, SG Application Exercises

Graded Group Assignments

Peer Evaluation


•Covering a 2-3 Week Block of Time

•Covering One Major Topic Within the Course

Three Phases of Team Learning:

R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long

In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction

Out-of-Class: Reading Homework Homework Review

Approximate Level of Content Understanding at Each Phase:

Assessment

The Sequence of Learning Activities in Team-Based Learning

Preparation

Activities:

Application (Practice with Feedback)

40% 90-100%50% 60% 70% 80%) ) ) ) ))

CULMINATING PROJECT

EXAM: Individual or

Group


Qualityof

StudentLearning

TraditionalTeaching(lecture, textbook focused)


Qualityof

StudentLearning


CasualUse

Different Ways of Using Small Groups


3 General Ways of Using Small

Groups:

1.Casual

• “Turn to your neighbor and discuss “X”.

• Easy to do, but limited impact


Qualityof

StudentLearning


CasualUse

CooperativeLearning




Groups:

1.Casual

2.Cooperative

• Insert a carefully-designed group activity

• More impact than “Casual” but overall course structure is still unchanged


Qualityof

StudentLearning


CasualUse

CooperativeLearning

Team-Based Learning




Groups:

1.Casual

2.Cooperative

3.Different Course Structure

• Changes the structure of the course

• Much bigger impact on student learning

• Two major examples:

• PBL: Good – but doesn’t scale up

• TBL: Good – and does scale up




III. TBL: What Makes It SO IMPORTANT?

IV. Wrap-Up


III. TBL: What Makes It So

Important?

A. Special Challenges in

Medical/Health Professions

Education


4 Special Challenges in

Medical/Health Professions Education:

1. Lots of information to acquire

2. Must learn how to apply & use

that information

3. Need good “People Skills”

4. Often takes place in large classes


III. TBL: What Makes It So

Important?

A. Special Challenges in Medical/Health

Professions Education

B. Reflection of Principles of

Integrated Course Design

S i t u a t i o n a l F a c t o r s

INTERACTIVE COURSE DESIGN:

Key Components

Learning Goals

Feedback &

Assessment

Teaching &LearningActivities

Criteria of “GOOD” Course Design

S I T U A T I O N A L F A C T O R S

In-Depth Situational

Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Teaching Strategy

Feedback & Assessment

Teaching and

LearningActivities


1. Situational Factors: Collecting information about…

• Specific Context

• General Context

• Nature of the Subject

• Nature of Students

• Nature of Teacher




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Teaching Strategy


Teaching and

LearningActivities

Taxonomy of Significant Learning

Taxonomy of Significant Learning

CaringDeveloping new…

Feelings Interests Values

Learning How to Learn

Becoming a better student

Inquiring about a subject

Self-directing learners

Human DimensionsLearning about:

Oneself Others

IntegrationConnecting:

IdeasPeopleRealms of life

Foundational KnowledgeUnderstanding and remembering:

Information Ideas

Application Skills Thinking: Critical, Creative, & Practical

Managing projects


In a course with significant learning, students will:

1. Understand and remember the key concepts, terms, relationship, etc.

2. Know how to use the content.

3. Be able to relate this subject to other subjects.

4. Understand the personal and social implications of knowing about this subject.

5. Value this subject and further learning about it.

6. Know how to keep on learning about this subject, after the course is over.


1. Foundational Knowledge

Ensure students’ mastery of course subject matter.

2. ApplicationDevelop students’ ability to use course concepts in thinking & problem solving.

3. Integration (Probably there)

4. Human DimensionEnhance students’ interpersonal and team interaction skills.

5. Caring Enjoy the course.

6. Learning How to Learn

Prepare students to be lifelong learners.

Significant Learning: Larry’s Course Goals:




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Teaching Strategy


Teaching and

LearningActivities

Holistic Active Learning Experience

Doing, Observing

Actual, Simulated

“Rich Learning Experiences”

Information & Ideas Primary/

Secondary In-class, out-of-

class, online

Reflection About the…

Subject Learning

Process Via: Journaling,

Learning Portfolios

Multiple Activities that Promote ACTIVE LEARNING

EXPERIENCE REFLECTIVE DIALOGUE, with:

GETTING INFORMATION

& IDEAS "Doing" "Observing" Self Others

DIRECT

Original data

Original sources

Real Doing, in authentic settings

Direct observation of phenomena

Reflective thinking

Journaling

Live dialogue

(in or out of class)

INDIRECT,

VICARIOUS

Secondary data and sources

Lectures, textbooks

Case studies

Gaming, Simulations

Role play

Stories (can be

accessed via: film, literature, oral history)

ONLINE

Course website

Internet

Teacher can assign students to "directly experience" …

Students can engage in "indirect" kinds of experience

online

Students can reflect, and then engage in various kinds of dialogue online.




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Teaching Strategy


Teaching and

LearningActivities

Feedback and Assessment:“EDUCATIVE ASSESSMENT”

Forward-Looking

Assessment

“FIDeLity” Feedback

Criteria and Standards

Self-Assessment

Feedback and Assessment:“EDUCATIVE ASSESSMENT”

Forward-Looking Assessment Task

Criteria and Standards

Self-Assessment

Feedback




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Teaching Strategy


Teaching and

LearningActivities


TEACHING STRATEGY:

• A particular COMBINATION of learning activities…

• arranged in a particular SEQUENCE

Two Examples:

• Problem-based learning

• Team-based learning


Mon Wed Fri Mon Wed Fri

In-ClassActivities

:

? ? Assessm’t &

Feedback

Out-of-Class

Activities:

? ?

“CASTLE-TOP” DIAGRAM:

A Tool for Identifying Your

TEACHING STRATEGY

TEACHING STRATEGIES

QUESTION:• This strategy creates a high likelihood

that most students will…

1. Be exposed to the content.

2. Understand the content.

3. Be able to use the content.

4. Value the content.

In-class:

Lecture Lecture Lecture Exam

Out-of-class:

Read text

Homework exercises

Review

TEACHING STRATEGIES

QUESTION:

• This strategy creates a high likelihood that most students will…

1. Be exposed to the content.

2. Understand the content.

3. Be able to use the content.

4. Value the content.

In-class:

Readiness Assurance Test: Individual Group

Application problems

(Small Groups)

Exam: Content Application

Culminating Project

Out-of-class:

Read text

Homework exercises

Review

S i t u a t i o n a l F a c t o r s

INTERACTIVE COURSE DESIGN:Key Components

Learning Goals

Feedback &

Assessment

Teaching &LearningActivities


KEY TASKS When DESIGNING A COURSE:

1. Collect good information about the SITUATIONAL FACTORS

2. Identify SIGNIFICANT LEARNING GOALS

3. Use ACTIVE LEARNING in the classroom

4. Use multiple kinds of EDUCATIVE ASSESSMENT

5. Formulate a powerful TEACHING STRATEGY


The VALUE of TBL:

1. Meets the 4 Challenges of

Med./Health Education

• Acquire lots of information

• Learn how to use that information

• Good “People” skills

• Large classes


The VALUE of TBL:

1. Meets the 4 Challenges of

Med./Health Education.

2. Uses Principles of Good Course Design

• High quality LEARNING GOALS

• Full use of 3 components of ACTIVE LEARNING

• Good ASSESSMENT & FEEDBACK

• Powerful TEACHING STRATEGY




III. TBL: What Makes It So Important?

IV. Wrap-Up


IV. WRAP-UP: “Four Take Away Ideas”1. Our Role as Professional Educators:

• Very important – Needs to improve

2. How We Teach/How People Learn:

• Social Constructivism

3. TBL: Distinctive

• Most powerful and most flexible way of using small groups

4. TBL: Important

• The 4 special challenges of M/HP Education

• Reflects all the principles of good course design


IV. WRAP-UP: Student Reaction

• Comments from a student in a course using TBL

• Course: “Preparing for College-Level Teaching” – for graduate students in Engineering and the Sciences


1. NEED

• “An engineering professional is

almost always a part of a team.

Engineering projects of any

significant size are simply too much

work or too much responsibility for

one person to handle.”


1. NEED

2. RESULTS

• “[Students] learn the material better, which is the obvious reason for using TBL.

• “But there are so many other positives that emerge from the process, namely:

• social, writing, speaking, presenting and thinking skills all get improved during TBL.

• Students can learn more about scheduling, time management, working with difficult people, and organizing collective work through TBL.”


1. NEED

2. RESULTS

3. IMPLICATIONS

• “Without at least some TBL in their

curriculum, they are significantly

under-prepared for what is waiting

for them in industry.”


THE END!THE END!

Higher Education: Let’s make it all that it can be and needs to be!

team-based learning: what makes it: distinctive? so important? presentation by: l. dee fink, ph.d....

Documents

distinctive important

us health care

nations health

health affairs

wrapup slide

health care providers

cause of health problems

health indicators canada