Transcript Use of team-based learning to enhance learning in microbiology

Team-based learning and how it
can be used to enliven microbial
education.
Michael J. McInerney
and
L. Dee Fink
University of Oklahoma.
Educative assessment model.
Educative assessment
Audit-ive assessment
Self-assessment
(by learners)
Grading
Feedback
Backwardlooking
assessment
Forwardlooking
assessment
Use of small groups
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Cooperative learning:
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Problem-based learning:
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Groups as specific activity inserted into existing class; some
type of project
4 members per group; assigned roles, paper or talk.
Problem comes first; requires restructuring of course
Mentors; multiple lengthy projects, either as papers or talks
Team-based learning:
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Acquire needed information first then engage in learning
tasks, make a decision!
5-7 per group, no roles, work during class time, frequent and
prompt feedback.
Keys to team-based learning
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Groups must be properly formed and managed
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Students must be accountable for their individual and
group work
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Individual: Readiness assurance process
Group: Peer assessment
Assignments must promote both learning and team
development:
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Instructor forms groups; by experience not grade
promote discussion, give and take.
Students must get timely and prompt feedback
Reward for success: somehow it must matter that
team performs well
Essentials for implementing
group assignments: The 3 S’s
Individual
work
X
Group
Discussion X
Class
Discussion
Impact on
learning
Same problem:
individuals/groups work on same project or question
Specific choice:
require students/groups to use concepts to make a
decision.
Simultaneous reporting:
report answers/choices simultaneously.
Sequence of team projects
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Give out data about 2- 3 weeks ahead of time
Assign 3 to 4 journal papers to read
On Monday of project week, each student turns in 1page write up. Provide class time to work in groups.
On Friday, teams posters reviewed.
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No identifying name or number
Each team reviews other teams posters
Assessment: post green, yellow, or red stickies notes
Discuss/defend/explain
Instructor summarizes.
Students assessing each others
posters.
End of semester project:
Desulfovibrio bioenergetics.
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Determine whether recent information on
mutants requires a change in the model.
Mutants:
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Cytochrome c3 deficient (Rapp-Giles et al., 2000)
Fe-only hydrogenase deficient (Pohorelic et al.,
2002)
Modifications must explain mutant
phenotypes and be consistent with molar
growth yields (Magee et al., 1978)
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Most had multiply branched chains or hmc
complex that interacts with different carriers.
Three
routes
to
hmc
complex
Why team-learning helps?
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Metacongitive instruction:
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Interactions may have allowed students to learn how others
learn, and thus develop a better sense of how they learn.
Critical for the durability of concepts and transfer of concepts
to new contexts (Georghiades, 2000, Educ. Res.; Vosniadou
et al., 2001, Learning Instruction).
Learning Styles:
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Sensor-feelers (Cognitive Profile Model)
Intuitive thinkers: don’t memorize, must understand concepts
These are the students with the traits best suited for
research.
Conclusions
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Teams accomplish significant learning tasks.
Improved understanding and retention of
foundational material and improved problemsolving skills.
Students’ attitudes and classroom dynamics
improved.
Mechanism to engage students in evolving
process of scientific thought and inquiry.
Learning tool for teaching microbial diversity.