Transcript File - FBISD Social Studies

Get the Sage Off the Stage:
Team Based Learning for WH
Icebreaker: Quick
Card Match-Up
Instructions
Try to find your partner by matching
the beginning of the quote to the
ending.
…….Assessments in Algebra II, geometry, English III, chemistry,
physics, world geography, and world history have been
eliminated from the testing requirements. As a result, the July
2013 STAAR administration will not include assessments for these
courses. End-of-course assessments will continue to be offered in
Algebra I, English I, English II, biology, and U.S. history……
Since the end-of-course exams for chemistry, physics, Algebra
II, geometry, world history, world geography and English III are no
longer required for high school graduation under HB 5,
accelerated instruction is not required for those courses.
HB 5 also eliminates the 15 percent grading requirement….The
STAAR end-of-course cumulative score component has also been
eliminated.
Released June 12, 2013
What does this mean
for our instruction?
No state accountability test
Continued district benchmarks (DAs)
More time to teach the curriculum (TEKS)
Opportunities for more in-depth learning
Continued alignment of instruction,
processing activities, and assessment to the
TEKS
Norms and Expectations
 Stay on schedule; be on time.
 Participate and listen actively.
 Take care of your needs.
 Prepare your technology for
learning and engagement.
 It’s okay to have FUN!
Agenda
 TBL Overview
 Experiential Exercise
 Debrief
 Designing your own TBL™
Challenges of Group Work
• Think about the challenges of
using group work.
• On a sticky note, write one
challenge that you or your
students have had when
doing group work in world
history.
• Be prepared to share.
Purpose of TBL™
ICE
LIQUID
STEAM
Team-Based
Learning™
Overview
What is TBL™?
+
Collaborative Learning
Flipped Classroom
What is TBL™?
➡
➡
➡
transformative use of small groups
alternative to traditional lecture
collaborative learning experience
based on the idea of the flipped
classroom
➡
framework that supports models
such as project-based or inquiry-based
learning, or backwards design
What is TBL™?
What are the components
of Team-Based Learning
(TBL™)?
➡ Properly form and manage groups
➡ Standards (TEKS)-based essential questions
➡ Concept Exploration
➡ Readiness Assurance Process
➡ Processing Activity
➡ Debrief/Evaluation
Original TBL™ Framework
Why Team-Based
Learning (TBL™)?
“Student roles shift from being passive recipients
of information to one of accepting responsibility for
initial exposure to the concepts to be prepared for
in-class teamwork. (Michaelsen, 2007)”
Why Team-Based
Learning (TBL™)?
➡
Creates the opportunity for differentiated
roles to meet the needs of students through a
variety of instructional activities.
➡
Shifts classroom focus to applying content
and concepts in assessments, discussion,
and processing activities
What does the research say?
“When teachers grasp the
concept that the education
process is about learning, not
about teaching, teachers and
students tend to become true
partners in the education
process”. (Sweet, 2009)
“Making a paradigm shift
requires changes in the roles
of both teachers and
students.” (Fink, 2012)
Take a Walk
Participants take a 2 minute
walk with a partner (NOT at
your table).
Share whatever is on your
mind about the learning so
far.
Experiencing TBL™
TBL™ Groups
Group 1
Diane Aleman
Sharon Davis
Israel de los Santos
Andrew McGregor
Erica Murray
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Group 2
Andrew Baker
John Bartlett
Mario Cruz
Luisa Escorcia
Michael O’Guin
Group 4
Edshone Atwood
Eric Folkerts
Cassandra Hardeman
Jackie Sena
Calvin Williams
•
•
•
•
•
•
•
•
•
•
•
Group 3
Christopher Fisher
Jason Ledeaux
Kathryn Raeke
Scott Stuessel
Cody Weatherly
Group 5
Anthony Burilngham
Nicole Burton
Brett Nixon
Beau Pauling
James Squires
Timothy Spradlin
Getting Groups Acclimated
w/TBL ™
Between Us:
Spend a few minutes conversing with your
group. You will be introducing yourself as a
group. The key is to find what you have in
common and then share using this formula:
Between us ….we have 23 pairs of shoes,
13 kids, 4 pets, etc.
Step 1: Properly formed Groups
➡
➡
➡
➡
formed by teacher
heterogeneous
even
team-building
What does the research say?
“ As members of a team,
individuals become willing to
commit to a very high level of
effort in their learning, and
learning teams are capable
of solving problems that are
beyond the capabilities of
their most talented
members.”
“Team” v. Group
TBL™ starts with groups and then creates
the conditions that enable them to
become teams.
Teams can do things
that neither a single
individual or a newlyformed group can do.
“Huddle Up”
What are the benefits of students
working in groups?
What classroom management
strategies have worked best when
you have facilitated group work?
Essential Question
• Which classical empire do you
think has had the greatest
impact on modern society?
Think: politically, economically,
technologically, and culturally
Related TEKS
•
•
•
WH1B: Identify major causes and describe the major
effects of the following events from 500 BC to AD 600: the
development of the classical civilizations of Greece, Rome,
Persia, India (Maurya and Gupta), China (Zhou, Qin, and
Han), and the development of major world religions
WH2C: Explain how river valley civilizations influenced the
development of classical civilizations
WH3A: Describe the major political, religious/
philosophical, and cultures influences of Persia, India,
China, Israel, Greece, and Rome, including the
development of monotheism, Judaism, and Christianity
Step 2: Standards-based
Essential Question
➡
➡
➡
Based on the TEKS
Overarching Question
Answered through
completion of TBL™
exercise
“Huddle Up”
How does Backwards’ Design
fit into the Team-Based
Learning framework?
Reciprocal Reading
A combination of four
comprehension strategies—
question generating,
clarifying, illustrating, and
summarizing, where students
gradually learn to assume the
role of teacher in helping their
peers construct meaning from
text
Step 3: Concept Exploration
➡ Built in Reflective Activities
‣ Collaborative Reading
‣ Anno-lighting
‣ Guiding Questions
➡ Resources
‣ Readings (textbook, ABC‣
‣
Clio, articles)
Video or movie clips
Audio clips
It’s all in the strategy!
Enforcement of literacy
and vocabulary
strategies are critical to
the success of the
concept exploration
process.
A few plays for your
playbook:
• Acting as an Amateur Historian
• Literacy Circles
• 6 Thinking Hats
• T.H.I.E.V.E.S.
• R.E.A.P.E.D.
• Going to the Movies
“Huddle Up”
How can preparation
activities benefit my
struggling students?
What current resources can be used for
TBL™ preparation activities?
What are some other literacy strategies that
you have found successful?
One-Word Reflection
• Think about what you
have learned so far
about TBL™.
• Take about 30 seconds
to write ONE word on a
note-card that comes to
mind that would express
your learning so far.
BREAK TIME!!!!!
Going Cruising
• During your break, visit
the various ports related
to TBL™ in Rm. 622
• All participants must
visit at least 7 ports
before the end of the
break.
• Be mindful of ports that
say “Sample” and those
that say “Take One”.
Step 4: Readiness
Assurance Process
➡ Individual RAP (iRAP)
‣
‣
Multiple Choice Quiz
Blog
‣
‣
‣
Short PPT
Experiential Exercise
Video Clip or Animation
➡ Group RAP (gRAP)- Group Quiz
➡ Clarifying Lecture
“Huddle Up”
What are some good quality control
procedures to have in place for the RAP?
What modifications may need to be made
to the RAP to make it work your class?
Be sure to maintain the integrity of the
framework.
Tournament Bracket:
Classical Civilizations
Step 5: Application Activity
• 4S Model
 Specific Choice
 Same Problem
 Significant Concept
 Simultaneous Reporting
• Group Folders
 Artifacts
 Resources
Step 5: Application Activity
➡
‣
‣
‣
‣
‣
‣
‣
‣
‣
‣
Decision-Making and Problem Solving
Choices Program Options
Leader Analysis or Report Card
Source Evaluation
Debate, Trial, or Jury Deliberation
Take a Stand
Multiple Choice
Ranking or Rating Causes, Factors, Effects
Organizing (Sequencing, Categorizing, etc.)
Plan a Route or Territory
Causation Exercises
Step 5: Application Activity
➡
➡
➡
Information Dig
Group Consensus
Justification
“Huddle Up”
Are there activities
that you have already done that
can be modified for use within
the TBL framework as an
application activity?
60 Second Pop-ups
You have 60 seconds for
10 participants to pop-up
and state one thing that
they have learned without
being repetitive.
GO!
Step 6: Debrief/ Evaluation
➡
➡
Simultaneous Reporting
‣ Whiteboard Slate
‣ Response Cards
‣ E-instruction clickers
‣ Phone Apps (i.e. Poll everywhere)
‣ Gallery walk with colored pens/markers
‣ Hot seat reporting
‣ Stacked Transparencies
Whole Class Discussion
‣ Inter-team Discussion
‣ Instructor Summation
‣ Exit Tickets
Step 6: Debrief/ Evaluation
➡
➡
Peer Evaluation
‣ Preparation
‣ Participation
‣ Gate-keeping
‣ Flexibility
Exit Ticket/Summative Evaluation
“Huddle Up”
How does debriefing help to bring a
lesson together?
What other types of culminating
activities or evaluation methods could
you incorporate to help ensure
individual mastery? (Think: FACTs)
Designing Your
Own TBL™
•
•
•
•
•
•
•
Identify Goals and Objectives (TEKS)
Organize Course Content - Review of D2SC
Reading List - Available Resources
RAT Resources
Develop Application Exercise
Grading Policy
Quality Control and Classroom Management
Essential Principles
In order to be called TBL™,
•
•
•
•
•
•
•
Course must have learning outcomes (TEKS), and all
components of TBL must be aligned to the standards
Teams must be permanent, and size must fit the learning context
(5-7)
Students must understand why TBL is different
Student readiness must be assured (RAP) prior to the application
activity
Application activity must incorporate the 4S’s
Students must be accountable to the teacher and their peers
through grading of individual performance, team performance, and
peer evaluation
Class should be conducted so that teams are required to justify
their answers
Recommended Principles
Preferred, but not required for TBL™,:
•
•
•
•
•
Pilot assessments with students before grading
Teams should be as diverse as possible
Readiness Assurance Test items should be
synonymous with state assessments, written to the
level of the standards (TEKS)
Students should have opportunities to earn partial
credit for iRATs
The peer evaluation process should include formative
and summative elements
“Huddle Up”
How is TBL different from other
collaborative group learning
experiences?
Other Considerations
➡
➡
➡
➡
➡
Grading - the “Social Loafer” or “Dominator”
Blended Environment
Technology Integration - “B.Y.O.D.”
Frequency of use
“Love Lessons” and favorite activities
Other Resources
FBISD Team-Based Learning™ Weebly
http://tblsocialstudies.weebly.com
Team-Based Learning™ Collaborative
http://www.utexas.edu/academic/ctl/larg
eclasses/#tbl
Exit Ticket: B.Y.E.
• What Belief about group work has
changed?
•What do you Yearn to do
differently?
•What Element of TBL™ do you
think will be the most challenging?