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Team-Based LearningPedagogy:Transforming classroom Dialogue and learning
Colin K. DrummondPatrick Crago
Gary Wnek
March 22, 2013
Engineering Better Health
Topics
Page 2
Subjects of discussion
Context: Program of study One-year “Masters of Engineering and Management” Engineers building managerial and leadership skills
Skills to develop Critical thinking skills Dealing with ambiguity Self-directed learning
Student activities to build skills Team-based learning In-class “chalk talk” and “elevator pitches” Networking to build “social capital”
Employer feedback these are priorities
Program of study
Page 3
1-Year MS degree in “Engineering & Management”
Summer Fall Spring
Professional Development
Understanding People and Change in Organizations
Information Technology & Systems
Accounting, Finance & Engineering Economics
Engineering Statistics in Quality – Six Sigma
Enterprise Resource Planning in the Supply
Chain
Project Management
Product Process Design, Development and
Delivery I
Product Process Design, Development and
Delivery II
Materials & Mfg. Processes
Engineering Entrepreneurship I
Engineering Entrepreneurship II
1 Elective 1 Elective
Credit Total 12 Credit Total 15 Credit Total 15
Focus
Real-world decisions
Page 4
Problems in the “new economy” can be challenging
“The road less traveled”
Interdisciplinary problems prevailEspecially if technology is involved
Team solutions are essentialTraditional education techniques
focus on individual (not team) performance
Tomorrow’s problems unpredictableHave to train students to solve types
of problems that do not exist today
Real-world decisions
Page 5
More than 1 solution can exist for business problems
Numbers
Bounded
Directed
Individual
Words
Unbounded
Self-directed
Team
UndergraduateEngineering
SuccessfulEntrepreneur
Students must be comfortable with ‘vague’ problems Students must develop new competencies
Type
Scope
Learning
Accountability
What made you get started on this?
Page 6
Student inability to deal with ambiguity and limited data
The discovery of tools
They could recite facts based on traditional lectures, but …
Critical thinking skills were weak, so I began to wonder ….
Were my instruction methods appropriate for the outcomes I was seeking?
Were new tools needed?What was I really looking for?
Critical Thinking Skills
Page 7
Focus on three items, though all are important
Identifies, summarizes, and reformulates the situation.
Identifies critical assumptions or situational context.
Develops individual perspective, hypothesis or position.
Finds, assesses, & analyzes appropriate supporting data.
Integrates issues from other perspectives and positions.
Identifies and assesses conclusions & consequences.
Communicates effectively.
Activities in the classroom
Page 8
Cross-reference to skill development areas
Critica
l thi
nkin
g
skills
Team-based learning
Chalk talk
Elevator pitches
Learning PlansDea
ling
with
ambi
guity
Self-d
irect
ed
lear
ning
PrimarySecondary
Team-Based Learning
Page 9
A disciplined, formalized process
Key components of the process
Page 10
The three “S” model
Individual and group efforts centered on the same problem
Course concepts used to make and defend specific choices
Group work and thinking is public and shared simultaneously
Would this fly?
Page 11
Some risk involved
Prior focus on didactic learning:Conveying by lecturesInstructor-focusedAssumes professor is correct
TBL focuses on dialectic learningArt of reasoningStatements rationale requiredTeaching of how, not what
A shift to life-long learning skills
“A flying dog?”
TBL relative to other techniques
Page 12
Often confused with the case study method
Dialectic
Didactic
LearningMethod
Discussion Expertise
PeersFaculty
TraditionalEngineering
Courses
ProblemBased
Learning TeamBased
Learning
Book
CaseStudy
Method
Changes the way you prepare for class
Page 13
Pre-class work emphasized, class is about applications
Changes the way you prepare for class
Page 14
Multiple choice questions took on a new life!
1. Individual Readiness assessment: 5-10 MC questions
2. Turn in paper, and immediately convene groups to complete the Immediate Feedback (IF) form
3. Class meets together and discusses results; members of the team are asked to defend decision
Then, on to the Grand Challenge (case study)
Grand Challenge
Page 15
Case studies from real work experiences
Two-page case Students read in-class (will not have seen before) Case is related to syllabus topics and theory
One of three decisions is selected One is the real outcome Another is based on theory Sometimes theory and outcome are the same
Teams reach a consensus on “best” choice Write-up a one-page “memo to manager” Present and defend to rest of class
Grand Challenge
Page 16
Uncover failure-prone tactics
Rush to judgment – Locking in on the first solutionsNarrow look at motivations and remedies
Misuse of resources –Failing to take a systems perspectiveInadequate scenario analysis
Failure-prone tactics –Inadequate participation in decision-making Failing to uncover all concernsLimiting search for remediesPressure to “have an answer”
Some results
Page 17
Post TBL self-assessment
University of Washington CTS Instrument
Summarize Aware Develop Evidence AverageIssue Assumptions Hypothesis Based Improvement
Fall 2012 0.311 0.380 0.143 0.319 0.2887.1% 8.9% 3.1% 7.8%
Fall 2011 0.440 0.604 0.440 0.405 0.47210.3% 15.1% 10.6% 10.0%
Fall 2010 0.337 0.668 0.217 0.470 0.4238.3% 18.3% 5.4% 12.2%
Fall 2009 0.120 0.140 0.053 0.453 0.1922.8% 3.5% 1.3% 11.7%
Fall 2008 0.139 0.129 0.138 0.125 0.1333.3% 3.3% 3.3% 3.3%
Summary
Page 18
The journey has just started, really
Educational outcomes Students more engaged in class International students find peer support encouraging Graduates reflect and provide feedback
Employment Recruiters like the focus No statistical basis yet
Value IRB will cover Spring 2013 Review plan and see if collected data to test hypotheses
Reshaping Entrepreneurship Education
Page 19
Call to action
Would like to have others consider this technique
• Does this really work?• Is it fun and educational, or just fun?
Have others build a base of expertise
• How to better evaluate reasoning skills• What are the “strides and stumbles” with the large
group?
Create and share case studies