Lessons learned from implementing Team Based Learning …...rather than 1 + 1seminar (5 seminars)...
Transcript of Lessons learned from implementing Team Based Learning …...rather than 1 + 1seminar (5 seminars)...
Lessons learned from implementing Team Based Learning
/KBS 2017
Catherine RobinsonDirector of Graduate Studies (Taught) KBSJudy Cohen, KBS
Aims for today
I will provide a SHORT overview of the Team Based Learning Project (funded through the faculty learning and teaching enhancement fund)
Talk about the challenges
FOCUS on the changes that I’ve implemented on the basis of experience – lessons learned!
NOTE: Not done alone – with Judy Cohen, UELT now KBS.
What is Team Based Learning?
•More than group work
•Cohort sorted into teams of around 6 on the basis of
some characteristics• (Stage 1 economics marks)
•Learning is flipped• Material uploaded to moodle prior to teaching session• Expectation that it is explored/studied
Over a semester
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Readiness Assurance
Process
Application Exercises
Before class
Form
Teams
Peer
Evaluation
About 5 cycles in a module
What is Team-Based Learning?
• More than group work
• A form of flipped learning
• Comprises of 3 key elements: • The Readiness Assurance Process (RAP)• Application exercises• Peer evaluation
• Applications need to meet the 4S criteria
(Sibley and Ostafichuk (2014)• Significant; Same; Specific; Simultaneous
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CB363 – Stage 2, level 4 module
Economics for Business (macro)
•Around 100 students
•Poor engagement in previous years (<20% lecture
attendance towards the end of the module)
•Decidedly average exam performance
How to use the new Kent PowerPoint template
Challenges
•Space constraints (banked lecture theatre)
•Time constraints (restricted to traditional lecture/seminar
set up)
•Resources – identifying appropriate carrots (marks yes,
but also other incentives) • Managing all the student MCQ iRATs scores was COMPLICATED
•Expectations - ”I’m not paying Nine GRAND….etc..”• Requires a significant change in mindset for students AND staff
The Royal Historic Dockyard Church
Teaching EnvironmentPage 8
Reflections on how it went…
•Improvements to attendance
•Decline in student satisfaction (fall to 3.98, from 4.2)
•Thanks to the small grant, we were able to explore the
reasons through focus groups and also survey data• Compared findings on confidence to first year cohort, and also
students from previous years but identifying an appropriate
control group is difficult. • They didn’t like the flipped learning• Some felt that they were being asked to teach themselves
•BUT marks appeared to be improved.
Lessons learned
•Changes this year include• Better scaffolding around the topics through bespoke
KentPlayer introductions to topics (recognition that there are
at least two types of learners – didactic and expert learners)• Change from Lecture-seminar to ‘workshops’ – 2 hour session
rather than 1 + 1seminar (5 seminars)• Full TBL cycle to be delivered in one sitting• Active use of peer evaluation (left out last time)
•New challenges going forward• Removal of student specific clickers …looking for online
polling alternatives
Final lesson…
•I don’t know how many of you are T&S or T&R, but
these types of short teaching interventions are an
interesting way to build your research profile in the
T&L field:
•Forthcoming: • Cohen, J and C. Robinson (2017) ‘Enhancing Teaching
Excellence through Team Based Learning’, Innovations in Education and Teaching International
Conceptual framework of teaching excellence
Perception of teaching excellence
Staff Students
Implicit assumptions based
on sophisticated T&L epistemic
belief systems
Implicit assumptions based
on learner knowledge and
experience
Quantitative: performance,
demographic, attendance, survey
Qualitative: focus groups, survey,
student evaluation of module
Successful student engagementDidactic/
reproductiveFacilitative/
transformative
Teaching and
learning environment
Evalu
atio
nP
erc
ep
tual fra
me
wo
rk o
f exce
llen
ce
Any questions?
Thank you
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