1 Team-Based Learning Jim Sibley University of British Columbia

2 Objectives Introduce you to some of the mechanics of TBL. Highlight the aspects of TBL that address many challenges we all face when having students working in groups. Inspire you to read further and make up your own mind.

4 Convey Course Concepts Apply Course Concepts TraditionalTeam-Based Readiness Assessment Readings Lecture In Class Out of Class In ClassOut of Class

5 Readings –Selected readings assigned in advance –Students really are responsible for these readings Readiness Assurance Process –Individual test >Team test > Appeals > Instructor feedback In-Class Application Exercises –Simple to Complex > In-class practice then assignments for grading TBL Activity Sequence

6 Scanners and IF-AT forms Classroom Maps Group Folders

7  Review reading assignment (handout)  Individually complete test (scantron sheets)  Hand-in individual test (it will be immediately scored)  Complete the same test with your team (IF-AT sheets)  Review Appeal Form  Instructor will then clarify any questions or issues from the readings or test Readiness Assessment Process Demo

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9  Review reading assignment (handout)  Individually complete test (scantron sheets)  Hand-in individual test (it will be immediately scored)  Complete the same test with your team (IF-AT sheets)  Review Appeal Form  Instructor will then clarify any questions or issues from the readings or test Readiness Assessment Process Demo

10 Application Assignment Phase Intra-team discussion In-Class Problems Inter-team discussion Simultaneous Reporting Simple Complex Practice Graded Readings and RAP Individual Homework

11 Making Application Assignments Work Group assignments (3 S’s) –Same Problem. Individuals/groups work on the same problem, case or question. –Specific Choice. Individuals/groups must use course concepts to make a specific choice. –Simultaneous Report. Individuals/groups report their choices simultaneously. Visibility of student thinking.

12 Below are examples of ways to frame an exercise, chose the activity that best meets the course objective. Course Objective: “Ensure that students can coherently weigh the factors that affect the desirability of specific sites as locations for different types of health clinics.” 1.Identify the key factors that should be considered in deciding where to locate a new clinic, and be prepared to explain why each is important. 2.Select what you think would be the ideal site for a new mental health outreach clinic in Vancouver, BC, identify the single most compelling reason for your decision, and be prepared to explain the rationale for your selection. 3.Identify the single most important factor for evaluating potential sites for locating a new clinic in Vancouver, BC, and be prepared to explain the rationale for your selection. 5 minutes

13 Assignment Phrasing Affects Individual Thinking, Intra- & Inter- Team Discussion “Make a list” Low cognitive skills Low commitment to output Low accountability “Make a specific choice” Focuses on ‘why?’ Higher cognitive skills Higher commitment to output Higher accountability/cohesiveness

14 Reporting Numerical Position One page summary– principles and approach and not calculations (16 pt font or bigger)

15 Orienting Students to TBL Assigned Readings and Reading Guides Readiness Assurance Process –Creating the MCQ tests –Logistics support from CIS In-Class Application Exercises –Creating application exercises –Planning reporting events Can still use: –Old quiz question or text book question banks –Traditional homework assignments –Lecture components –Traditional midterms and exams TBL Final Thoughts

16 Team-Based Learning: A Transformative Use of Small Groups in College Teaching.

17 Example Problem Imagine you are charged with the task of mounting a pitot tube on the upper surface of a two dimensional wing section. The wing section is NACA The pitot tube is made from stainless steel and has an outer diameter of 6mm and an inner diameter of 4mm. Assuming the pitot tube is accurate for incident flow angles β = ±4°, design a probe for this application by determining the height (ypt) and the chord-wise position (xpt).

18 “In short, to solve this problem fully, students had to: determine the velocity field around the wing (this required quite involved numerical analysis in the topic of potential flow) identify a region in the flow field with flow speed and direction that met requirements stated or implied in the problem use the potential flow results to compute the drag force on the pitot tube to ensure stiffness and strength were sufficient ensure the pitot tube was sufficiently far away from the boundary layer (viscous flow effect region) on the wing This exercise tied together the three major course elements to that point (potential flow, boundary layers, and force coefficients) and introduced them to the next major element (airfoils).” Pete Ostafichuk – Mechanical Engineering