An approach for integrating team development into courses Elizabeth - - PowerPoint PPT Presentation

How to support and manage effective student teams: An approach for integrating team development into courses

Elizabeth Walker, PhD, MPH, MAT Delia Lang, PhD, MPH Leslie Salas-Hernández, MPH October 18, 2019 Research on Teaching and Learning Summit

Office of Evidence- based Learning

Teamwork in Your Teaching

How do you use teamwork in your teaching? What challenges have you encountered? What works well?

Learning

• bjectives
• Describe activities that can be implemented in

a course to support team development.

• Discuss the challenges and facilitators for

supporting team development in their courses.

• Develop a plan for integrating team

development activities into their courses By the end of the session, you will be able to:

Background

Team-based approaches Improvements in academic success Learn and practice skills for collaboration

Kalaian & Kasim. (2017). Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis. Advances in Health Sciences Education, 22(5), 1151-1167. Lang et al. (2018). Implementation and mixed-methods evaluation of Team-Based Learning in a graduate public health research methods course. Pedagogy in Health Promotion, 4(2), 140–150. Tollison & Turner. (2018). Cooperating Across Classrooms: Cooperative–Experiential Learning Through Design and Implementation of Health Campaign Messages. Pedagogy in Health Promotion, 4(1), 52-57.

Background

Teams Success

Background

Teams Team skills Success

Framework

Social Constructivist Learning Theory

• Students learn by interacting with each other.
• Collaborative problem-solving
• Co-constructing knowledge and skills
• Reflecting on and integrating new

knowledge

Setting & Experiences

Research Methods in Health Promotion

• Team-based Learning format
• Evaluation of team processes

Strategies for Integrating Team Development

• 1. Setting the foundation
• 2. Peer evaluations
• 3. Team reflections
• 4. Self-reflection

• 1. Setting the

Foundation

• Communication styles

assessment

• Ice breaker & team name
• Discussion on

communication styles and working expectations

• Develop team rules

Early dedication

• f time to

team building

• 1. Setting the

Foundation

• Norms for working together
• Communicating with group members
• Creating a safe space for everyone’s
• pinion
• Coming to class prepared
• Encouraging team members to work
• ut of their “comfort zone”

Common categories for team rules

• 2. Peer

Evaluation

• Mid and end of semester
• Students assign each team

member and themselves up to 10 points

• Justify ratings, based on:
• Preparation
• Contribution
• Respect for other’s ideas
• Flexibility

Assessing contributions to the team

Process adapted from: Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based Learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.

• 2. Peer

Evaluation

• Generally, rise from mid- to end of the semester

Rating patterns

• Not prepared for class
• Distracted during class
• Not flexible or open to others’ ideas
• Not respectfully responding to others when they disagreed

Common areas for improvement

• “She was not always a big contributor but definitely started

contributing more towards the end of the semester. I really appreciate her contribution because I think she has a solid understanding of the material.”

Changes over the semester

• 3. Team

Reflection

• Mid-semester:

Assess team dynamics and plan for addressing challenges

• End of semester:

Reflect on progress

Regroup, refocus, reflect

• 3. Team

Reflection

• Assigning roles for completing work
• Communication between teammates
• Remaining focused on the tasks in class

Common topics that teams addressed

• “Once we admitted that we were having

trouble, we were able to work through the problems and address them together.”

Benefit of team reflection

• 4. Self-

reflection

• Experience in

class

• Working with

team

• Contributions to

learning

Written reflections

• 4. Self-

reflection

• Role of peers in learning
• Growth in confidence
• Value of working in teams

Common topics of reflection

• “It was great being in a group setting where

the purpose of being in a group…[was] helping each other see things in a new way and have a more well-rounded understanding of the

• material. I have learned that using my peers as

a resource is a better way to learn than using just my professor and textbook.”

Benefit of team work

Integrating Team Development in Your Teaching

How easy or hard would it be to use some of these strategies in your teaching? To what extent do these strategies address any of the challenges we discussed earlier?

Integrating Team Development in Your Teaching

Brainstorm ways to incorporate team development into your teaching.

• Which strategies could you incorporate into

your teaching?

• How would you use the strategies?

Integrating Team Development in Your Teaching

Benefits

• Fosters development of team skills
• Students value practice of team skills
• Provides formative feedback for course

improvement

Challenges

• Requires time from course content
• Requires advance planning and

coordination

Integrating Team Development in Your Teaching

Teams Strategies to promote team skills Team skills Success

Thank you! Questions? To contact us:

• Liz Walker – ereisin@emory.edu
• Delia Lang – dlang2@emory.edu

Office of Evidence- based Learning