Using Team Based Learning Strategies to Increase Student Success in Chemistry CoursesTracy Knowles, Chad MuellerBluegrass Community and Technical College Lexington KY

Team-Based Learning(TBL) Workshop Topics

Team Formation Course Design Structure of TBL Team Testing Application

Projects Peer Evaluation Data

Team Formation Three principles

guiding team formation Use teacher

selected teams Create diverse

teams by spreading assets and liabilities

Make the selection process transparent

Team Formation Group lone wolves using multiple choice

question (Byrnes, Teaching Professor, Vol.21 #5, May 2007)

Think about your experience working in groups and select the one response that best fits your prior experience.a. I enjoy working in groups because my group members usually help me understand the material and tasks.b. I question the value of group work for me, because I usually end up doing more than my fair share of the work.c. I have little or no experience working in groups.d. I have a different experience than the choices given above. Describe.

Now we will form teams…

Team Question #1 If you were to interview your students five

years after the completion of your course, what would be most important for them to be able to DO as a result of having completed the course?

Think about this question individually for 5 minutes then come together with your team and choose your team’s top 5 knowledge and/or skill based outcomes.

Essential TBL Principles Primary learning objectives shift from

information acquisition to concept application

Teacher role shifts from lecturer to coach/guide

Student role shifts from passive recipients to active participants and collaborators

Students are made accountable for individual and group learning

Team assignments promote both learning and team development

TBL Module Structure Break time Read BCTC TBL

handout Will take individual

and team test over handout when you return

Peer Evaluation

BCTC Preliminary Data How has the TBL curricular development

impacted student achievement (both student performance and total unsatisfactory achievement—D,E,W %)?

Improvements in TUA. CHE 170 improved 13% from 54% to

41% CHE 180 improved 16% from 45% to 29%

BCTC Preliminary Data How has the TBL curricular development impacted

student achievement (both student performance and total unsatisfactory achievement—D,E,W %)?

Improvements in student performance on embedded questions in Chemistry CHE 170 improved 6% from 65% (avg score from all

lecture sections Fall 08-Spring 10, 11 sections, 312 students, range 62-69%) to 71% (avg score from all TBL sections 2010-2011, 13 sections, 300 students, range 63-80%)

CHE 180 improved 14% from 57% (avg score from all lecture sections Fall 08-Fall 10, 6 sections, 146 students, range 53-66%) to 71% (avg score from all TBL sections 2010-2011, 5 sections, 131 students, range 68-73%)

BCTC Preliminary Data Progress of a Faculty Member new to TBL

Resourceshttp://www.teambasedlearning.org/ISBN: 978-1579220860Larry Michaelsen

http://www.designlearning.org/ISBN: 978-0-7879-6055-1L. Dee Fink

Resourceshttp://www.epsteineducation.com/home/IFAT Forms ~$100 per 500 forms

http://bctctbl.wikispaces.com/BCTC Wiki

Team TBAT Project Your team will create a TBAT which meets

all of the 4S’s. Your project should include:

Topic/module—unit conversions Real-life scenario—athletes using

supplements Task—what will the students do?—calculate

g/L Report—how will they simultaneously

report?—chart paper reporting

TBAT cheat sheet 4S’s

Significant Problem

Same Problem Specific Choice Simultaneously

report

Ways to simultaneously report Voting cards (A, B,

etc.) Gallery walks Hot seat reporting Charting—Excel or

overhead Cut and paste

reporting

Thank you for your participation!!!

Tracy Knowles— tracy.knowles@kctcs.edu

859-246-6460 Chad Mueller— chad.mueller@kctcs.edu

859-246-6551