Supporting Team-Based Learning

Dr. Kathryn R. Ross, Indiana University KokomoTeam-Based Learning Conference 2007, Vancouver, Canada

Copyright 2007 Kathryn R. Ross , all rights reserved

TBL

with a Faculty Learning Community

Overview

What is a Faculty Learning Community (FLC)?

The context of IU Kokomo’s setting Planning a Team-Based Learning (TBL)

FLC Who, what, when, why and how?

What IU Kokomo planned and lessons learned

Characteristics of FLCs

Cox, 2004

Some FLC Qualities

Work on complex problems Build community/support members Develop trust Operate by consensus Energize participants

Cox, 2004

Principles for Teacher Professional Development

Learner-centered

Asking teachers where they need help

Knowledge-centered

Determining why, when, where and how to integrate activities with contentAssessment-

centered

Giving opportunities to try in the classroom and

receive feedback

Community-centered

Providing contact and support when implementing new teaching ideasNational Research Council, 2002

Our Context: Indiana University Kokomo Commuter campus Bachelor and

master degrees 2700+ students

August 2006 introduction of TBL on campus

Who Did We Invite and How?

Teaching

Center

Faculty

Invitation to TBL WorkshopInvitation to Learning Community

Sent responses of interest

Faculty Commitments

Read the Team-Based Learning book Design and teach a course using TBL Attend all monthly meetings Agree to devote outside time to the

effort Prepare a report, presentation, or panelIncentives: Team-Based Learning book

$250 for professional development

When to Meet?

Whom Did We Invite and How?

Teaching

Center

Faculty

Expectation/Schedule

Sent responses of commitment

Planning needs

Structure Activities Assignments Rewards

Additional FLC Resource Support

Early Decisions

What goal? Course design? Or design and implementation?

What use of time?• One meeting/month• 8 meetings for 1.25 hours each• Four course design and four

implementation

• “Homework” What concepts and applications to

target?

Session Interactive Activity:

Decide what TBL Core Concepts to Target in a Faculty Learning Community

In groups, decide:

1) What is different about the TBL strategy?

2) Which core concepts would you target?Given: Participants had a TBL workshopGiven: 4 course design sessions

The trade-off: The more concepts you include, the less feedback members receive.

3) If time, what sequence?

IU Kokomo’s FLC Design Topics Orientation to Faculty Learning

Communities Writing objectives/creating

units/creating teams RAP and peer evaluations

Added an optional “RAT lab” Team assignments

IU Kokomo’s Implementation Topics Descriptions of implementation

experiences Chickering and Gamson’s

Seven Principles for Good Practice in Undergraduate Education

Beginning common projects Student evaluation questionnaire Scholarship of Teaching and Learning

Conference Ways to report back to faculty

Lessons Learned

Beneficial to include writing objectives

RATs make sense to faculty Creating 4-7 units often challenging Mixing TBL levels of experience

worked Members transformed into a team

working on broader teaching issues

Summary

What is a Faculty Learning Community (FLC)?

The context of IU Kokomo’s setting Planning a Team-Based Learning (TBL)

FLC What IU Kokomo planned and lessons

learned

A Time for QuestionsContact information:

Kathy Ross

Indiana University Kokomo

katross@iuk.edu

Web Resources

http://www.iuk.edu/~koctla/TeachResources/TBL-FLC.shtml

References

Seven Principles for Good Practice in Undergraduate Education

Chickering and Gamson. (March 1987) AAHE Bulletin. http://www.aahebulletin.com/public/archive/sevenprinciples1987.asp

Faculty Learning Communities

Cox, M.D. “Introduction to Faculty Learning Communities.” New Directions for Teaching and Learning, no. 97. San Francisco: Jossey-Bass, 2004.

National Research Council. (2002) How People Learn: Bridging Research and Practice. Committee on Developments in the Science of Learning. Washington, D.C.: National Academy Press (p.24).

Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education1) ENCOURAGE student-faculty contacts.2) ENCOURAGE cooperation among students.3) ENCOURAGE active learning.4) GIVE prompt feedback.5) EMPHASIZE time on task.6) COMMUNICATE high expectations.7) RESPECT diverse talents and ways of

learning.

(March 1987) AAHE Bulletin