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After many years of positive anecdotal evidence of the success of the TeamMastermind Curriculum, we implemented a program evaluation during the 2007-2008 academic year. This first evaluation revealed significant improvements in critical thinking & teamwork skills. Results from 2007-2008 evaluation used to strengthen the curriculum and another evaluation was performed in 2008-2009 to determine whether the educational goals of TeamMastermind® were met. The goals included increasing student skills in cognitive challenge, collaborative learning, and metacognitive awareness. A sample of 150 4th grade students who completed TeamMastermind® curriculum once a week during the 2008-2009 academic year displayed significant increases in student cognitive challenge skills (e.g., critical thinking, problem-solving collaborative learning, and meta cognition).
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TeamMastermind®Research Results
2008-2009
Preston Tenney
Heidi Wayment Ph.D
Mindy Degraff, Founder
Program Evaluation History
• After many years of positive anecdotal
evidence of the success of the
TeamMastermind Curriculum, we
implemented a program evaluation
during the 2007-2008 academic year
• First evaluation revealed significant
improvements in critical thinking &
teamwork skills
• Results from 2007-2008 evaluation used
to strengthen curriculum
Study Goals
• Evaluate whether the educational goals
of TeamMastermind® were met during
the 2008-2009 academic year
• Goals included increasing student skills
in cognitive challenge, collaborative
learning, and metacognitive awareness
Participants! Fourth Grade students (N = 150)
• ages 7-10• enrolled in eight classes from three
FUSD schools ! Socioeconomic status and ethnically
diverse ! 48% male, 51% female, 1%
unidentified ! Evaluation of the program was
approved by the principals and teachers involved in the program as a means of assessing on-going educational efforts.
Overview
! Development of Critical Thinking
Skills
• Cognitive Challenge
• Collaborative Learning
• Meta-Cognitive Awareness
! Measured Outcomes
• Pre- and post-test
• Objective data and self-report
5
Cognitive Challenge
! Two open-ended questions addressed the issue of cognitive challenge. • Pre- and post-test problem solving (rope activity)
• One item “Please describe how humor can help you or others be more creative."
• In the second item students were asked to name as many problem-solving strategies as they could.
Using Humor # of Problem Solving Strategies
Good Articulation
Answers that suggest humor improves affect, repairs mood, or increases open-mindedness
Answers needed to belong to strategies taught in TeamMastermind® curriculum (e.g., thinking backwards, breaking rules to solve problems, thinking creatively, working in the round).
Satisfactory Articulation
Answers include “it can help you think of a funny picture” and other similar generic responses
Answers were coded as "satisfactory” if they were less specific (e.g., “think” or “try”).
Unsatisfactory All vague and unrelated answersAll vague and unrelated answers
0
500
1000
1500
2000
2500
1878.37
688.90
Rope Activity(I
nch
es)
PrePost
273%
! Students were placed in groups and were asked to construct a continuous “rope” using the given materials.
! By post-test, significant increases!!!
0%
25%
50%
75%
100%
Pre Post
36.7%
77.3%8.0%
13.3%
51.3%
8.7%
Good ArticulationSatisfactory ArticulationUnsatisfactory
Please describe how humor can help you or others be more creative:
Ex. “Humor can help others by helping them lighten up”
Using Humor
Problem Solving Strategies Named Per Student
1%3%
12%
84%
Pre
45%
23%
16%
16%
Post
None123+
Problem-Solving Strategies: % of Students with
"Good Articulation of Answer“ *
None96%
One or More4%
Pre
None73%
One or More27%
Post
One or More None
Cognitive Challenge
! Significant improvement in actual problem-solving skill! (rope activity)
! Significant improvement in how many problem-solving strategies students could name at the end of the year
! Students were significantly more creative in their use of humor to solve problems
Collaborative Learning
! Two open-ended questions assessed how collaborative learning takes place.• The first item asked students to “Describe the features of a
team that works well together.”
Features of a Team Trust
Good Articulation
Answers included those that described ideas about selflessness, sacrifice, listening, share blame or punishment or reward, participation, communication and other important aspects of teamwork.
Answers were sufficiently well reasoned answers that were specific to the question that included, but were not limited to, answers about reliability, responsibility, confidence in team members, and positive group output.
Satisfactory Articulation
Answers included student responses such as “working together,” “do not fight,” and other generic answers that may be practical but not definitive of what features helps teams work together.
Answers included “You have to trust each other” and other generic responses.
Unsatisfactory All vague and unrelated answersAll vague and unrelated answers
Total Features of a Team Named Per Student*
5%
16%
25%
54%
Pre
22%
27% 32%
20%
Post
None123+
Includes “Good” and “Satisfactory” answers by studentsEx. “Cooperation, agreement, always working together”
Features of a Team: "Good Articulation of Answer“ *
One or More21%
None79%
Pre
One or More54%
None46%
Post
None One or More
Trust*
0%
25%
50%
75%
100%
Pre Post
37.3%
81.4%
27.3%
12.0%30.0%
5.4%
Good ArticulationSatisfactory ArticulationUnsatisfactory
How is trust related to homework?Ex. “By believing in them. Building them up.”
Collaborative Learning
! Significant increases in student
understanding of teamwork and trust
in others over the course of the
school year.
Meta-Cognitive Awareness! Two open-ended questions assessed how aware students
were about their own thinking processes in terms of self evaluation and self compassion.
• The first item asked students to describe their "thoughts and feelings" when they made a mistake.
• The second item asked “What does it mean to take personal
Actions
Good Articulation
Responses included answers referring to personal accountability, restitution, and owning up to mistakes.
Satisfactory Articulation
Responses included “don’t lie” and “tell the truth” and other practical examples of personal responsibility.
Unsatisfactory All vague and unrelated answers
Students’ Thoughts and Feelings After Mistakes
1 Sad/Bad
2 Anxious/Fear
3 Guilt
4 Learn From It
5 Self-Acceptance
6 Self Critical
7 Apathy
8 Unclear or Vague
After a mistake....
Student thoughts and feelings"
when they made a mistake
Before
TeamMastermind®
After
TeamMastermind®
Sad/Bad 32% 26%
Anxious/Fear 10% 10%
Guilt 6% 9%
Learn From It 5% 13%
Self-Acceptance 12% 21%
Self Critical 14% 10%
Apathy 5% 2%
Unclear or Vague 16% 9%
0%
25%
50%
75%
100%
Pre Post
37.3%
73.4%
27.3%
13.3%30.0%
12.0%
Good ArticulationSatisfactory ArticulationUnsatisfactory
Actions
What does it mean to take personal responsibility for your actions?Ex. “By saying, ‘Yes I did do that.’”
Meta-Cognitive Awareness
! Students reported significant increases in their ability to learn from their mistakes
! Students reported a significant increase in self-acceptance after making a mistake.
! Students were significantly more likely to take responsibility for their actions at year’s end
Conclusion
• Sample of 150 4th grade students who
completed TeamMastermind®
curriculum once a week during the
2008-2009 academic year
• Significant increases in student skills
were observed in cognitive challenge
(e.g., critical thinking, problem-solving)
collaborative learning, and meta-
According to teachers, administrators, and
students, the TeamMastermind curriculum is
an outstanding opportunity to develop
critical thinking and teamwork skills.