Course Draft

Course Open

Day One (o.5 hours)

Day 1 – watch video and post Bio in discussion form (0:30)

Students Actions:

Buy book, view “least you need to know” handout, then watch video, and then post bio in discussion forum –

Instructor Actions:

Introduce themselves in discussion forum, periodically respond to students posting of bios, convey excitement for next two weeks together

Course Preamble:

This course will introduce you to Team-Based Learning and its 4 pillars and then guide you to begin creating a well crafted TBL module.

Course Learning Objectives

Create a well constructed TBL module

Write a well constructed 4S activity
Develop a test plan for RAP
Select an appropriate reading
Write a well constructed MCQ question
Develop a team formation plan
Develop a peer valuation plan
Write a learner-centered syllabus

Watch Course Introduction video (Video 1)

Post your Bio to discussion forum

Activity to introduce oneself in discussion forum

name
discipline
institutional context
active learning experience
hopes and dreams
.

Module One: Imagining your Team-Based Learning course

Day 2-4 (3 hours)

Day 2 – Complete readings and watch videos (1:20)
Day 3 – Post in discussion forum and begin completing worksheet (0:30)
Day 4 – Complete worksheet and post in discussion forum (1:00)

Student Actions:

Complete readings (1 hr), watch videos (20 min), discussion forum posting and response (30 min), complete and post imagining worksheet (1 hr)

Instructor Actions:

Monitor discussion forum, respond to some posts, review imaging worksheets and provide feedback (public or private depending on student preference), close with a compilation post in discussion forum that highlights what has been learned.

Module 1 Preamble:

This module will introduce you to the 4 components of TBL and why backwards design is vital for creating Significant learning experiences. In this module, we will focus on helping you clearly understand what you want our students to be able to do at end of module and course. By clearly understanding exactly where we want students to get to, we are in a better position to design a sequence of learning activities that build to this culminating student performance and Significant Learning.

Module Learning Objective

Use backwards design principles to write a penultimate significant module objective

Watch Introduction to Module One video (video 2)

Do Required Readings:

Backwards Design article by Edutopia
Dee Fink interview about Significant Learning with the International Higher Education Teaching and Learning Association (needed a light weight reading)
GSTBL p 3-15

Additional Readings (Optional):

A Self-Directed Guide to Designing Courses for Significant Learning (2003) L. Dee Fink – http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Watch Overview of 4 TBL components video (video 3)

Watch Backwards Design and imaging my Course video (video 4)

Post to Discussion forum

Discussion Forum Posting and Discussion
- Guiding Questions/Discussion Prompts

Post Worksheet

Imagining Exercise Worksheet (also posted in discussion forum)
In my course, what major, culminating task/analysis/judgement would I really like to see students be able to perform well? If they could do this well, I would feel they had learned what I really wanted them to learn.

Module Two: Designing Good Tasks for Teams

Day 5-7 (4 hours)

Day 5 – Complete readings and watch videos (1:50)
Day 6 – Post in discussion forum and begin completing worksheets (0:30)
Day 7 – Complete worksheets and post in discussion forum (1:30)

Student Actions:

Complete readings (1.5 hr), watch videos (20 min), discussion forum posting and response (30 min), complete and post 4S worksheet (1.5 hr)

Instructor Actions:

Monitor discussion forum, periodically respond to posts, review 4S and module sequence plan worksheets and provide feedback (public or private depending on student preference), close with a compilation post in discussion forum that highlights what has been learned.

Module 2 Preamble:

This module will introduce you to the TBL 4S framework and how to design effective team tasks. Team-Based Learning always uses the 4S framework to structure team decision-making activities, that require students to use the course concepts to solve authentic, messy disciplinary problems. Understanding the grammar (ref) of our discipline lets us design activities which help students build their disciplinary problem-solving skills and their disciplinary ways of knowing.

Module Learning Objectives

Develop a module plan
Write a well constructed 4S activity

Supporting document(s): 4S question example list

Watch Introduction to Module 2 video (video 5)

Do Required Readings:

GSTBL p 16-22
GSTBL p 114-132
Roberson, B., & Franchini, B. (2014). Effective task design for the TBL classroom. Journal on Excellence in College Teaching, 25(3&4), 275-302.

Additional Readings (Optional):

GSTBL Appendix B (p 186-196)
GSTBL p 23-26
Roberson narrative on module development

Watch Overview of Team Task design video (video 6)

Post to Discussion forum

Discussion Forum Posting and Discussion
- Guiding Questions/Discussion Prompts
- A colleague that done lots of group work before is concerned that the 4S structure will unnecessarily constrain student creativity. How would you respond to them about the importance of the 4S structure?

Post Worksheet: Module plan worksheet and 4S worksheet

Consider the required range and sequence of module activities
- What is the culminating module activity?
- What is the right range of Application Activities to develop student skills so they can be successful in culminating module activity?
- What specific Application Activities would best help them develop these skills?
- What is the right sequence for this module set of Application Activities?
Writing first 4S – scenario and choices
- supported by 4S example question list handout

Module Three: Getting Students to come to Class Prepared

Day 8-10 (4 hours)

Day 8 – Complete readings and watch videos (1:55)
Day 9 – Post in discussion forum and begin completing worksheet (0:30)
Day 10 – Complete worksheet and post in discussion forum (1:50)

Student Actions:

Complete readings (1.5 hr), watch videos (25 min), discussion forum posting and response (30 min), complete and post Test Plan and RAP worksheet worksheet (1.5 hr)

Instructor Actions:

Monitor discussion forum, respond to some posts, review Test Plan and RAP worksheets and provide feedback (public or private depending on student preference), close with a compilation post in discussion forum that highlights what has been learned.

Module 3 Preamble:

This module will introduce you to TBL’s Readiness Assurance Process (RAP). The RAP process ensures students come to class prepared and then uses the power of social learning to transform that initial individual preparation into true team readiness to begin problem-solving (4S activities).

Module Learning Objectives

Develop a test plan for RAP
Select an appropriate reading
Write a well constructed MCQ question

Supporting documents: Bloom’s verb handout, test plan exemplar

Watch Introduction to Module 3 video (video 7)

Do Required Readings:

GSTBL p 74-98

Additional Readings (Optional):

GSTBL p 98-113
Little J.L, Bjork, E, Bjork, R.A, and Angello, G (2012) Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting. Psychological Science 23(11) 1337–1344.
Collins, J. (2006) Writing Multiple-Choice Questions for Continuing Medical Education Activities and Self-Assessment Modules. Radiographics; 26: 543-511.
Woodford, K., Bancroft, P. (2005) Multiple choice questions not considered harmful. ACM International Conference Proceedings Series; Vol. 106

Watch Overview of RAP process video (video 8)

Watch Deeper look at MCQ writing and test drafting video (video 9)

Post to Discussion forum

Discussion Forum Posting and Discussion
- Guiding Questions/Discussion Prompts
- If the readings only introduce what students need to begin problem-solving – How do we cover all the content?
- Some teachers think that Multiple Choice questions should be avoided. What do you think?

Post Worksheets: Test Plan and RAP worksheet

Select an appropriate reading based on what the students need to begin problem-solving
Draft out a plan for a RAP test of test worthy concepts
Write 3 questions at different Bloom’s levels (remember, understand, light application)

Module Four: Integrating the pieces and getting yourself ready

Day 11-13 (4 hours)

Day 11 – Complete readings and watch videos (1:55)
Day 12 – Post in discussion forum and begin completing worksheet (0:30)
Day 13 – Complete worksheet and post in discussion forum (1:50)

Student Actions:

Complete readings (1.5 hr), watch videos (25 min), discussion forum posting and response (30 min), complete and post course flow and syllabus worksheet (1.5 hr)

Instructor Actions:

Monitor discussion forum, respond to some posts, review course flow and syllabus worksheets and provide feedback (public or private depending on student preference), close with a compilation post in discussion forum that highlights what has been learned.

Module 4 Preamble:

In this module we will integrate the materials we have created in the first three modules and begin to plan the whole course experience. We will formulate our plans for both team formation and peer evaluation. We will also write sections for our learner-centered syllabus that uses language that fosters adult learning behaviors from our students.

Module Learning Objectives

Develop a team formation plan
Develop a peer evaluation plan
Write sections for a learner-centered syllabus

Supporting document: syllabus exemplar

Watch Introduction to Module 4 video (video 10)

Do Required Readings:

GSTBL p 16-26
GSTBL p 27-44
GSTBL p 65-74
Brickell, J.L., Porter, D.B., Reynolds, M.F., Cosgrove, R.D., (1994) Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods. Journal of Engineering Education, 7:259-262

Additional Readings (Optional):

GSTBL p 175-182
Gary Smith First Day NTFL article
Twelve tips for facilitating Team-Based Learning – Gaulo, Ha and Cook article
Michaelsen, L.K., Schultheiss, E.E. (1989) Making Feedback Helpful. Journal of Management Education.13: 109-113.
12 tips article for doing TBL right

Watch Overview of Whole Course Experience, integration of pieces video (video 11)

Watch Deeper look at forming teams video (video 12)

Watch Deeper look at peer evaluation video (video 13)

Post to Discussion forum

Discussion Forum Posting and Discussion
- Guiding Questions/Discussion Prompts
- Some students complain that “testing before teaching makes no sense” and they “learn better from lectures” – How would you respond to this?

Post Worksheets:

Course flow worksheet that compiles previous deliverables
Draft of Syllabus sections on 1) rationale for using TBL, 2) team formation, 3) peer evaluation and 4) grading scheme for TBL piece of course

Wrap-up course send off

Day 14 (0.5 hours)

Day 14 – watch video and post goodbye in discussion forum (0:30)

Watch Course goodbye video (video 14)

Shoot in empty lecture hall (Swing Space?)
Next steps – connecting with joy and fun
Connecting with deeper resources on TBL
Connecting with TBL community
End of course reflection and feedback, goodbyes in discussion forum
SRAN
.

More Readings

Bushway, S., J. Stamatel, J., and Roberson, W. (2011) Our Radical Shift in Teaching Strategy: A Tale of Two Criminal Justice Professors Who Cured Student Apathy. The Criminologist, V. 36, #5.

Haidet P., Levine R.E, Parmelee D.X., Crow S., Kennedy F., Kelly P.A., Perkowski L., Michaelsen L., Richards B.F. (2012) Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature. Acad Med. 87(3):292-9

Smith, G.A. (2008) First Day Questions for the Learner-Centered Classroom. National Teaching and Learning Forum. Vol. 17. No.5.

Multiple Choice Questions

Collins, J. (2006) Writing Multiple-Choice Questions for Continuing Medical Education Activities and Self-Assessment Modules. Radiographics; 26: 543-511.

Woodford, K., Bancroft, P. (2005) Multiple choice questions not considered harmful. ACM International Conference Proceedings Series; Vol. 106

Does TBL work?

Haidet P., Kubitz K., McCormack W.T. (2014). Analysis of the Team-Based Learning Literature: TBL Comes of Age. Journal on Excellence in College Teaching 25:303-333.

Sisk R.J. (2011) Team-based learning: systematic research review. Nurs Educ. 50(12):665-9.

Feedback

Michaelsen, L.K., Schultheiss, E.E. (1989) Making Feedback Helpful. Journal of Management Education.13: 109-113.