Best Practices in Active Learning

Transcript Best Practices in Active Learning

Best Practices in Active Learning “Team Based Learning (TBL)” Ilene Harris, PhD

Agenda

   Overview : Context Demonstration: TBL Activity to Develop Knowledge and Skills in TBL  “Prior reading”: Basis for selection?

 In groups: IRAT and GRAT • Construct groups: Based on balancing resources: Knowledge about TBL • • • • • Individuals complete IRAT (Individual Readiness Assurance Test) Groups complete GRAT (Group Readiness Assurance Test) Report IRAT and GRAT scores Appeals process Feedback: Discuss IRAT/GRAT item options  In group: Application Exercises Debriefing: TBL - What have we learned?

Curriculum Design: Plan and Implementation

Needs Assessment: General and Targeted Competencies Goals and Objectives

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Knowledge

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Skills

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Attitudes Teaching/Learning Experiences

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Lectures, with Active Learning Methods, e.g.,

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Audience Response Systems

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Team-based Learning (TBL)

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Problem-based Learning

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Case-based Learning

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Small group discussions

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Reading/journal club

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Patient care with supervision

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Role modeling and mentoring

•Etc

Performance: Students/Program

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Assessment: Of students

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Evaluation: Of the education program

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Assessment: Of teaching

TBL Overview

Method of instruction for achieving student applied knowledge/competence, through –        Primary learning objectives: Application of concepts Cohesive Learning Groups: Constituted to maximize diversity within groups and “equal "distribution of resources Teacher role: Design/manage instruction Student role: Read independently & work collaboratively in groups Assignments: Promote learning & team development, by requiring group interaction Feedback: Frequent/timely Accountability: Assessment/grading supports learning in groups – through accountability for quality of individual and group work; preparation; attendance; contribution to group effort

PBL Demonstration

 Form groups/teams   Read reading?

Experience with TBL?

 Assigned Reading: Michaelson & Sweet, 2008  Readiness Assurance Process (RAP)      Take Individual Readiness Assurance Test (IRAT ) • Put aside/score – 5 points/correct answer Groups take same RAT; reach consensus on answers Score; discuss incorrect answers; try again; get partial credit • Correct 1st try – 5 points; Correct 2 nd try - 4; Correct 3 rd try – 3 Appeal process Feedback  Application Exercises

Design of PBL Units Before Course

 Formulate application-based instructional objectives, e.g.,  Students will be able to design a PBL unit  Design instruction  Select reading materials  Design Readiness Assurance Tests (RATs) of knowledge  Design application exercises

First Day

 Introduce students to PBL  Form groups  Alleviate student concern about grades  Set mechanisms to encourage development of positive group norms,e.g., records of attendance, individual and group scores

First Day: Introduce PBL

 Communicate   Rationale How course will be conducted  Provide overview  Basic features    Role of instructors Role of students Benefits  Activities   Explain: In syllabus, using PP Demonstrate RAT, using short reading

First Day: Form Groups

 Create groups with diverse membership &and balance of resources  Relevant characteristics of students, e.g., previous course work, practical experience, access to perspectives  Diminish potential for emergence of subgroups  Form groups during class

First Day Alleviate concern about grades

  Grading system creates individual accountability for   Pre-class preparation Class attendance  Devoting time/energy for group assignments Because – grading system includes    Individual grades on RATs Group grades on RATs and application exercises Basing part of grade on peer evaluation   Team application assignments    Done in class Based on thinking, discussing, deciding Unlikely that less motivated team-mates put group at risk Involve students in setting grade weights

Each Unit Readiness Assurance Process (RAP)

    Assigned Readings: Read independently ahead of time Readiness Assurance Process : MCQs to assess understanding of key concepts; difficult enough to stimulate team discussion  IRAT: Turn in answers/score during team test    TRAT/GRAT: Retake test as team; reach agreement on answers • Valuable for learning concepts and team development Immediately score, with Intermediate Feedback Assessment Technique (IF-AT), a self-scoring scratch-off answer sheet to provide timely feedback on GRATs Scoring: 1 st try, full credit; 2 nd try, reduced credit, etc.

Appeals Process: Refer to assigned readings to build case; address confusion caused by inadequacy of readings or quality of questions Instructor Focused Feedback

Each Unit: Application Exercises

4 S’s  Significant: Work on problem, case, question demonstrating usefulness of concept  Same Problem: Feedback and common frame of reference  Specific Choice: Force decision about complex matter, e.g., diagnosis  Simultaneous Report: Stimulates discussion

Near End of Course

 Reinforce content learning: Review key concepts  Learn about value of teams  Show evidence: Teams typically outperform best member  Recognize effective team interaction  Reflection about member changes over time, actions that make a difference, barriers and means to overcome  Learning about themselves: How they interact with others

Benefits