A Comparison of Active Learning TEAM Approaches:
TEAM-Based Learning (TBL) and Process Oriented, Guided-Inquiry Learning (POGIL)
TEAM-Based Learning (TBL ) Process Oriented, Guided-Inquiry Learning (POGIL)
Similar Pre-Course Preparation
Backward Design (Wiggins & McTighe, 1998):
Faculty create “Learning Goals” by first deciding what students should to be able “to do” with the course materials and then:

Defining the knowledge and skills necessary to complete the tasks

Selecting the performance criteria as evidence of students’ understanding and application of course concepts.

Prioritizing the content the student will need to know to accomplish the learning goals.
Similar to the “Backward Design” used in TBL and guided by “Best Practices”
1.
Team Formation a.
Strategically formed teams of 5 – 7 students designed to distribute the resources within the total group across the teams. b.
Permanent team membership to promote development of students’ interpersonal and team skills as members of a learning team.
2.
Pre-Class Preparation
3.
Structure Learning Activities
4.
Immediate Feedback
Framework
1.
4.
Team Formation a.
Variable types (randomized or non-randomized) of self-managed teams of 3 - 4 students b.
Variable team membership with teams reassigned for each content unit or retained as permanent teams
2.
Pre-Class individual Preparation
3.
Structured group Learning Activities
Post-class individual reinforcement
Participant Roles
Role of the Instructors
Instructors act as facilitators to assist student teams in applying course concepts. Instructors observe the problem-solving and decisionmaking processes teams are using during complex application activities. As teams report the results of their decision-making, instructors facilitate intra-team discussions and promote participation.
For clarification purposes, instructors provide mini-lectures as needed.
Role of the Instructors
Instructors facilitate the work of small groups of students in a “guided inquiry” process comprised of a three-phase learning cycle: exploration, concept invention and application phases. Instructors listen to the group conversations to determine when and how to intervene by providing guiding questions. At critical points, instructors facilitate discussions with the entire class to emphasize important concepts and share conclusions.
Role of the Student
Students are required to prepare prior to class, participate in team decision-making, and contribute to the team projects/outcomes.
Students must learn to function effectively as a team, facilitate their learning through “peer instruction,” and complete appropriate peer reviews of their team members. As a team, students use their knowledge and access resources to make decisions regarding realworld situations, justify team conclusions, and adapt their decisionmaking to new situations.
Role of the Student
Students are required to prepare prior to class and are assigned roles which may include: manager, recorder, spokesperson, skeptic, and spy. The student groups use their prior knowledge to examine the models provided within learning activities to identify patterns and relationships. Students are expected to access resources, develop concepts, and apply their knowledge to novel situations to create new knowledge and understanding, and justify their conclusions,

Structured Learning Activities
Pre-reading Assignments:
Pre-Class Preparation Phase
Pre-Class Assignment: The purpose of the pre-class assignment is to
Students are provided with “pre-reading assignments” prior to class. introduce main concepts that will be the focus of in-class activities. Students
Content for the pre-reading assignments is prioritized to support learning goals and performance objectives. This assignment is designed to provide students with the foundational information required for application of the course concepts. The content of the are expected to do the assigned reading , focusing on how they relate to the associated learning objectives . One page resource pages may be provided to provide additional background or instruction relevant to the in-class activity. These concepts are further emphasized in a Blackboard quiz . A assignment is not covered in class except to clarify points of confusion.
Example – Guided Learning Handouts
“Need to Know” and
“Nice to
Know”
content categories with exam questions based on the “Need to
Know” information; application activities incorporating the “Nice to
Know” information. short Why statement puts the assignment in perspective. Pre-assignments are completed individually outside of the classroom before the start of the associated in-class activity. Advance preparation for in-class activity is very important since team members will be expected to apply what they have studied to a set of problems.
Readiness Accountability:
Individual Readiness Assurance Test (IRAT):
Readiness Accountability & Immediate Feedback
Individual accountability for preparation and readiness is established with an individual quiz on the pre-reading assignment at the beginning of class. Questions on the IRAT are designed for the lower levels
( “Remember” & “Understand”) of Bloom’s Revised Taxonomy.
Team Readiness Assurance Test (TRAT):
Subsequent to the IRAT, teams take the same quiz using a “Scratch
Off” IF-AT form (example in your folder). Students must continue answering until a correct answer is selected, receiving reduced credit for multiple attempts. This process provides immediate feedback on individual performance and promotes peer teaching.
“Mini-Lecture” Clarification:
Faculty facilitators observe team discussions during the TRAT.
Following the TRAT, faculty provide mini-lectures which address only the TRAT questions that need clarification.
Appeals Process: Student teams may challenge any question by submitting a written TEAM appeal including evidence to support the team consensus.
There is no equivalent in POGIL. Readiness accountability is through completion of the pre-class quiz. Students are also held accountable to their peers since in-class activities are group-graded.
In-class activities begin without a preamble or mini-lecture by the instructor.

Application Activities:
Activities are designed to engage students at the higher levels
(“Analyze, Evaluate” & “Create”) levels of Bloom’s Revised
Taxonomy and require: (a) students to use what they have learned and (b) practice the decision-making required in their discipline-specific professional practice.
A
“4-S” format
for activities is used to promote critical thinking and discussion:
1.
S
IGNIFICANT PROBLEM
– Problems are designed to ground the application of concept(s) in a problem or case that would be important in their professional discipline(s).
2.
S
PECIFIC CHOICE
– Teams must make specific choices for questions and justify their choices of answer options.
3.
S AME PROBLEM – All teams work on the same problem which promotes a common interest and allows students to learn through intra and inter team discussions.
4.
S IMULTANEOUS REPORTING – Reporting simultaneously allows discussions of the differences in team conclusions and associated justification rationale.
Structured Active Learning Activities:
(“Analyze, Evaluate” & “Create” levels of Bloom’s Revised Taxonomy)
Students work in groups of three or four to address a series of tasks that apply concepts introduced in the pre-assignment. The instructor will occasionally call a timeout to discuss particularly challenging concepts or problems. The instructor and teaching assistants are available at all times during class sessions. At the end of class each group electronically submits their in-class activity. The in-class activity receives a group grade. Participation is a very important part of the learning experience. Small groups work best when everyone contributes.
Post-class reinforcement
Post class reinforcement of course content occurs (informally) as subsequent applications build on previous content knowledge and are designed to add more complexity.
Post-class quiz : Concepts introduced in the pre-class assignment and practiced in the in-class activity are further reinforced through the post-class quiz. This is a time to reflect on what you have learned and identify remaining challenges. These individual assignments are completed outside of the classroom and submitted via Blackboard before the start of the next class period.

Accountability for Individual Participation and Grades
Accountability for Performance:
1.
Exams: Grades on individual (IRAT), team exams
(TRAT), and selected graded application projects are
Accountability for Performance:
1.
Individual assessments a.
Formative: Pre- and post-quizzes are individually graded. Multiple attempts are allowed for these included in the final grade.
2.
Peer Evaluations a.
Peer Evaluations: Mid-term and final peer reviews of individual performances b.
Composite of peer reviews determine the percentage of team points individuals earn.
3.
Individual Grade Percentage: Final grades are b.
assessments.
Summative: In-class exams are a mix of multiple choice and short answer questions that mirror the types of formative assessment practiced by the students.
2.
Group assessments : a.
Formative: In-class activities are graded by Teaching comprised of points earned by individual scores (40% -
60% of total grade-as determined by the students), team scores, and peer review scores (the percentage of team scores assigned to team members).
Assistants.
3.
Individual Grade Percentage: Final grades are comprised of points earned by individual formative (30%) and summative
(50%) assessments, and group formative assessments (20%).
Handouts: Examples of Course Materials
Sample Orientation & Pre-reading Assignment Sample Pre-class assignment (A1 Amino acids)
Sample IRAT
Sample TBL 4-S Application Activity
Sample Peer Review document
Sample In-class assignment (A1 amino acids)
List of amino acids (students would use their textbook in class)
Examples of Active Learning and Reporting Strategies:

Simultaneous Reporting Voting Cards

Prioritizing Rank

Intra-Team Debates

Gallery Walk

Clicker Voting
Sample resource pages (A1 amino acids)

Helpful hints for first day of class (includes group roles)

Amino acid Venn diagram
 Bloom’s taxonomy

Watch TBL 12 minute video:
Student Perspective (TBL in Clinical Pathology):
1.
How learning objectives will be accomplished vs traditional lecture & laboratory methods: a.
Pre-Reading Assignments b.
Foundational Lectures (guests and faculty) c.
Readiness Assessment Tests (individual and team) d.
Appeal Process i.
Team appeals (only) ii.
Format: Complete appeals form (outside of class) with rationale
(referenced) and submit within one week. e.
Application Activities f.
Immediate Feedback
2.
Form Teams: 6 teams of 7; 2 teams of 5 a.
LADIES First:
Students who have worked in a PT department: 5 years or more, 3 years or more, 1 year or less b.
Students who have a degree in a medical field c.
Students who have worked in direct patient care d.
Students who have family members who have had chronic illnesses or disabilities e.
Students who have played sports, high school, intermural or collegiate f.
Students who have siblings g.
Students who don’t have sibliings
3.
Pre-Reading Assignment
4.
IRAT & TRAT
5.
Grading: a.
Individual Scores: Readiness Assessment Scores (IRAT) (approximately 20 points each) b.
Team Scores i.
Team Readiness Assessment Tests (TRAT) –(20 points each – diminished value with attempts ii.
Application Activities
6.
Setting Grade Weights: i.
Individual Scores– 40 – 60% of total grade ii.
Team Scores – 40 – 60% of total grade

iii.
Vote to set percentages as a team (5 minutes), have one team member from each group come to front and negotiate with other team reps (10 – 15 minutes).
Team can raise hand if a “time-out” conference is needed. iv.
Explain Peer Review Score Multiplier (%) – will be done a mid-term and final
7.
Team Folders: Record IRATs (by personal ID number) & TRATs
8.
Pre-reading assignments and handouts are posted to Blackboard
9.
Team Introduction – Team Names & Photos – Due May 27, 2015 by class time (2:00 p.m.)

Team-Based Learning (TBL) Materials Examples:
TBL Pre-Reading Assignment Learning Objectives:
Objectives: Pathologies Affecting the Endocrine System - Diabetes
Objectives for Application of Content:
Students will design plans of care for patients with endocrine disorders incorporating mechanisms to (a) assess the influence of endocrine pathologies on patients’ exercise capacity and (b) adapt therapeutic activities to maximize patient safety and participation in the plan of care
1.
Students will distinguish patient conditions (problems) outside of the practice area of physical therapy and take appropriate action steps (referrals, etc.).
2.
Students will retrieve appropriate medical information from valid resources (digital, print, etc.) and apply the data to clinical decision-making.
Objectives for Knowledge Acquisition:
3.
Student will demonstrate an understanding of the clinical signs and symptoms of selected endocrine disorders
4.
Student will demonstrate understanding of the influence of pathologies on exercise participation and recommended precautions, contraindications, and guidelines specific to selected endocrine pathologies.
5.
Student will demonstrate the ability to interpret medical laboratory data and appropriately apply the information to exercise prescriptions.

TBL Pre-Reading Assignment :
ENDOCRINE AND METABOLIC PATHOLOGIES –Selected Topics - Diabetes Mellitus, Neuropathies, Osteoporosis, Ulcers,
Hypoglycemia, Diabetic Ketoacidosis -Text Reference: Chapter 11 – Goodman & Fuller 3 rd edition = pp. 488-514
NEED TO KNOW NICE TO KNOW
Diabetes Mellitus: Definition an Overview Prediabetes, (pp
488-489)
Table 11-12: Blood Glucose Levels (p. 489)
Gestational DM (overview) (p 489)
Risk Factors – Lifestyle factors, Type 2 risk factors (pp. 490-
491)
Cardinal Signs and Symptoms: Type 1 and Type 2 (p. 492)
Table 11-11: Differences Between Types of Diabetes
Mellitus (p. 488)
Table 11 – 13 Cardinal Signs of Diabetes
Potential Complications: (pp. 492-496)

Atherosclerosis & Cardiovascular
Complications

Retinopathy & Neuropathy

Infection

Musculoskeletal Problems – Duputyren’s,
Carpal Tunnel (CTS), Adhesive capsulitis,

Osteoporosis

Sensor, Motor and Autonomic Neuropathies

Ulceration
Treatment:

Type 1 Diabetes Mellitus, Insulin Pump (pp 499-502)

Type 2:Diet & Exercise Recommendations

Diabetic Ulcers – Offloading & pressure reduction, debridement, infection control dressings, nutrition and
 patient education.
Box 11-6 (p. 505)
SPECIAL IMPLICATIONS for PT: Complications: (pp. 503-510)

Hypoglycemia

Insulin injection site and exercise

Diabetes and Exercise, General Exercise
Considerations, Exercise Precautions

Diabetic Autonomic Neuropathy

Exercise: Type 1 & Type 2

Balancing Food & Exercise

Exercise and the Insulin Pump

Peripheral Neuropathy, Neuropathic Ulcers

Diabetes and Physical Agents
SPECIAL IMPLICATIONS for PT Diabetes Ketoacidosis: (pp. 515)
Table 11-19: Making Food Adjustment for Exercise:
General Guidelines

TBL Individual Readiness Assessment Test (IRAT) KEY
Name: __________________________________
ENDOCRINE AND METABOLIC PATHOLOGIES –Selected Topics: - Diabetes Mellitus, Neuropathies, Osteoporosis, Ulcers,
Hypoglycemia, Diabetic Ketoacidosis
Multiple Choice Questions: Select the BEST answer for each of the following questions.
1. Which of the following is correct regarding interventions with patients who have diabetes mellitus? (P. 504)
2.
3.
A. If you were uncertain if your patient had hyperglycemia or hypoglycemia, you would provide juice or honey
B. For effective glucose control, more strenuous exercise would be coordinated with peak insulin activity times.
C. Signs of diabetic hypoglycemia would include acetone (fruity) breath. (Diabetic Ketoacidosis, (pp. 504-5)
D. “Safe” blood glucose levels to allow for exercise are between 150 mg/dl and 300 mg/dl
E. Exercising prior to bedtime is recommended to promote sleep and allow adequate recovery time.
Of the following, which would represent blood glucose levels that were within normal recommended levels?
(P. 489)
A. Fasting Plasma Glucose test of less than 100 mg/dl
B. 2-hour Oral Glucose Tolerance Test that is over 160 mg/dl
C. Fasting Plasma Glucose test between 125 – 130 mg/dl
D. A 2-hour oral Glucose Tolerance Test that is equal to 200 mg/dl
E. Fasting Plasma Glucose test of 140 – 190 mg/dl
Which of the following would be an accurate definition of gestational diabetes?
A. The onset of glucose intolerance six weeks after a pregnancy ends
B. An autoimmune process which results in absolute deficiency of insulin production and secretion. (Type 1 – p.
488)
C. A metabolic condition that results from severe hyperglycemia and which may result weakness progressing to flaccid quadriparesis (p. 513) Diabetic Ketoacidosis
D. Any degree of glucose intolerance recognized with the onset of pregnancy (p. 489)
E. A condition that is characterized by hypoglycemia during the initial months of pregnancy
4.
5.
Which of the following is correct regarding recommended interventions for Type 1 diabetes?
A. Due to an increased risk of hypersensitivity, patients would be advised to avoid using multiple types of insulin.
(p. 499)
B. Generally, insulin pumps may safely be removed during activities for up to an hour.
C. An insulin pump will detect changes and deliver regular insulin eliminating the need for patients to monitor glucose levels. (Pp. 499-500)
D. Aerobic exercise has a major stabilizing effect on control of blood glucose levels with Type I diabetes. (P. 499)
E. Although insulin is delivered through a pump continuously, patients would need to maintain strict eating and exercise schedules.
Which of the following statements correctly describes the influence of exercise in control of blood glucose?
(P.504 - 507)
A. Exercise slows carbohydrate metabolism which eliminates the need to eat prior to initiating the activities.
B. Exercise of muscles close to the insulin injections sites would slow absorption and prolong the drug effects.
C. Prolonged, endurance exercise would most likely increase blood glucose levels with patients who have Type 1 diabetes.
D. For patients with Type 2 diabetes, the positive effects of low level exercise on blood glucose levels would be sustained for up to 1-2 weeks. (p. 507)
E. Exercise may increase insulin sensitivity for up to 72 hours after exercise.

4-S –Application Activity: Same Problem, Significant Problem, Specific Choice, & Simultaneous
Reporting Application Activity
KEY: Answers, discussion questions & rationale are in the boxes, correct answers highlighted .
APPLICATION ACTIVITIES: ENDOCRINE AND METABOLIC PATHOLOGIES – Selected Topics: -
Diabetes Mellitus, Neuropathies, Osteoporosis, Ulcers, Hypoglycemia, Diabetic Ketoacidosis
Multiple Choice Questions: Select the BEST answer for each of the following questions.
Your patient, Betty, is a 50 y/o female with a diagnosis of left shoulder adhesive capsulitis who complained of pain and ROM limitations over a 6 month duration preventing her from working as a chef. She was diagnosed with Type 1 diabetes at 15 years of age. The patient stated she regularly checks her blood sugars and the levels commonly fluctuate between 150 mg/dl and 280 mg/d. She stated work demands have made it difficult to watch her diet and exercise. Her current body weight was 130 lbs. with a height of 5ft. 7 in.
Discussion Points: Blood Sugar level should be 100 mg/dL
Presentation for Type 1:
Thin
Onset- Abrupt –generally younger
Insulin Antibodies
Ketoacidosis common
RX: Insulin, diet, exercise
Presentation for Type 2:
Obesity
Onset- Gradual – over 40
Obesitiy-insulin resistance
No insulin antibodies
Rare to have Ketoacidosis
RX: Diet, oral hypoglycemic agents, exercise, insulin and weight control
(Table 11-11, P. 488)
Normal or elevated levels of insulin & insulin resistance or impaired secretion (when needed)
1.
When Betty came to her therapy appointment, she reported that she had been under stress, felt lethargic, and was short of breath. She stated that she felt ill and like she had a low-grade fever yesterday. She stated that she had met a friend at a charity pancake breakfast this morning and had to rush to get to her clinic appointment. She stated she had not taken her insulin. You requested that she take her blood sugar and she reported it was 260mg/dL. Which course of action would you take?
A.
You suspected that Betty may be demonstrating signs of autonomic neuropathy. However, since
Betty’s heart rate was within normal limits, you determined that her activities could continue if limited to supervised aerobic conditioning activities at 60% to 70% of her maximal heart rate.
Autonomic Neuropathy: symptoms would include HR variations, B/P control altered (hyper or hypo),

’d ability to sweat –
Exercise may  core temp
B.
You asked Betty to administer the insulin required to accommodate for her glucose levels, as prescribed. She injected short-acting insulin and stated she felt better after about 15 minutes. You proceeded with her “warm-up” program consisting of 15 minutes of ambulation on the treadmill and proceeded to 15- 20 minutes of resistive exercises for the trunk and lower extremities.
Symptoms of Ketonuria –  ’d fat metabolism – progressive secretion of ketones & glucose in urine  electrolyte loss, dehydration, metabolic acidosis= fruity breath, malise, weakness  coma/death (p. 195)
Need evidence of stabilized blood glucose
Exercise will  insulin sensitivity - assess risk with short acting insulin
Exercise Recommendations: Upper body strengthening (less stress on feet), low-resistance & moderate intensity
Type 1: If insulin is low – exercise requires glucose in mm  “starving” situation & more glucose released (hormonal triggers)

C.
You requested that Betty do a urine test which was positive for ketones. You asked Betty to administer the appropriate insulin, provided her with a glass of fruit juice, and monitored her status until she stabilized. Betty was given a HEP of conditioning activities to complete independently later in the day.
D.
You were unsure if Betty was reacting to stress or the instability of her blood glucose levels. You provided her with a glass of fruit juice and allowed her to rest quietly until she felt better. You provided Betty with educational materials recommending that she to drink at least two glasses of water before she initiated exercise, eat before exercising, and avoid exercising right before bed.
Need to test blood glucose levels immediately
Exercise at night: - 12 – 24 hrs. post exercise creates the potential for hypoglycemic episodes
E.
You explained to Betty the importance of exercise in the management of her blood glucose levels.
You recommended that she maintain a regular exercise program and try to exercise at the same time of day for 40 – 60 minutes. You also recommended that she have a snack with prolonged exercise periods to help maintain adequate energy levels. You initiated pulley exercises to increase UE ROM and, subsequently, proceeded to use of the upper body ergometer (20 minutes).
Stabilization of glucose not achieved
Well- controlled Type 1  may do aerobic exercise 30 – 40 min with problems
2.
Betty stated that two years ago, she had been treated for an ulcer on the heel of her right foot. She stated she recently had a pedicure and foot massage and later noticed her stocking was soiled with blood. You inspected the planter surface of her feet and noted a small ulcer on the left foot at the base of the first metatarsal.
A.
You would provide Betty with education regarding the prevention of foot ulcers, check her shoes for wear areas, and provide recommendations for appropriate footwear.
Does not address wound care, protection from infection and further injury
B.
You would inspect both feet, check for signs of infection, assess lower extremity circulation, and contact her physician regarding the initiation of debridement and wound care.
C.
You would apply a dressing to the wound, provide Betty with a shoe insert to reduce the pressure on the metatarsal heads, and provide Betty with support stockings that would limit pooling of the blood in the lower extremities.
You would need a prescription from the MD for the shoe insert (unless OTC), support stockings, etc.
Action step does not address protection from infection
D.
You would check both feet for ulcerations, corns, and calluses, explain that pressure from illfitting shoes or repetitive trauma may cause skin breakdown, that her diabetes may impair her sensation, and diabetes may result in slower wound healing. You would also provide instruction for Betty to avoid weight bearing on the area for a period of 7 – 8 weeks and request she make an appointment with her physician.
Good Pt Education, Offloading is key!
Still does not address infection control and immediate wound care/protection

E.
You would teach Betty how to properly clean and lubricate her feet to keep the skin moisturized, the importance of removing calluses and corns safely, and to inspect her feet daily.
Following completion of her exercise program, you would reinforce the instruction and reinspect her feet
Does not address infection control and immediate wound care/protection
3.
At a subsequent appointment, Betty completed a 10 minute warm-up on the stationary bike and was beginning to demonstrate the exercises included in her HEP when she stated she was feeling nauseated. When you questioned her about her earlier activities, when she took her insulin, and her current symptoms, she had difficulty responding to your questions and demonstrated incoordination when she walked over to the mat to rest.
A.
You would have her lay down on the mat and elevate her feet to ensure adequate blood flow to the brain, wait until she was able to speak coherently, and then monitor her closely as she continued with her exercise program.
B.
You assist Betty to check her blood glucose levels, monitor her alertness, check sensation levels, and take a history of her food intake, insulin administration, and exertion levels. You report your findings to her physician.
C.
You help Betty to the mat and check if she has a headache, weakness, or any history of seizures.
She provided negative responses so you provide her with instructions for caring for her “flulike” symptoms, reschedule her physical therapy, and request assistance to transport Betty to her home.
D.
You help Betty to the mat and give her some pieces of hard candy, check her vital signs, look for any signs of sweating or tremors, and assist Betty to check her glucose levels.
Signs of hypoglycemia/Hyperglycemia (Table 11-17, p. 504)
Hypo: Rapid onset, irritable/weepy, difficulty concentrating – speaking- coordinating movements; shaky, hunger, headache, dizziness, sweating,  HR.
Hyper: Gradual onset, lethargic, dulled or confused state, thirsty, weakness, nausea, flushed skin, signs of dehydration, deep, rapid respiration;, weak, slowed pulse,; fruity breath, paraesthesias
Hypoglycemia may occur if a rapid reduction in blood sugar occurs & still elevated (sympathetic response)
E.
You question Betty about her alcohol consumption and caution her about the effects of alcohol on her ability to exercise, blood glucose levels, and safety using the exercise equipment.

TBL De-Identified Peer Review Example
Directions:
It is important that you evaluate your team members fairly. Those who contributed fully should receive the full worth of the team’s earned points; those who contribute less fully should receive partial credit.
Your evaluation should reflect your judgment regarding the team member’s:
Preparation – Were they prepared when they came to class?
Contribution – Did they contribute productively to the team discussion and work?
Respect for other’s ideas – Did they encourage others to contribute their ideas?
Flexibility – Were they flexible and able to compromise when disagreements occurred?
Evaluate the contributions of each person on your team (except yourself) by distributing 100 points among them. You must
differentiate between team members and may NOT give all participants the same number of points. Include comments for each
person: one or two statements regarding the single most valuable contribution this person makes to the team; the single most important way this person could alter their behavior to more effectively help the team.
Team Name: ___________XXXXXX___________________ (5 person team)
Points
Awarded
26 1.
NAME: ________Student # 1____________________
COMMENTS:
Always comes super prepared and willing to contribute. Very confident in your knowledge and able to recall facts from the book which can be extremely helpful. Takes initiative in group work
Getting better at speaking up when you disagree with the majority, so keep it up!
2.
NAME: ________ Student # 2___________________ 25
COMMENTS:
Always comes having read the material, very willing to compromise and allows others to voice their disagreements.
A little on the quiet side, make sure you speak up when you are confident in your knowledge!
3. NAME: ________ Student # 3____________________________
COMMENTS:
Able to recite material from the book, which shows us all you are prepared. Very willing to compromise and hear out other people’s opinions
4. NAME: ________ Student # 4____________________________
COMMENTS:
Good at voicing your ideas, works well with the group and does his share in group activities
Not always accurate on the material but has good reason for his choices
Your Name: _______________ Student # 5__________________ TOTAL POINTS
26
23
100

TBL Active Learning Application Strategies Examples

Simultaneous Reporting Voting Cards – Each team has a set of 5 cards labeled with large letters from
A – E. Students are required to select the BEST options as answers to an activity questions and “reveal” their answers simultaneously.

Prioritizing Rank – Students have a number of 3 cx 5 cards at their table and for specific activities; the instructor requires that they “rank” the order in which they would implement various “action steps.”
The prioritized ranking cards are given to the instructor who “reveals” the information by placing their cards on the overhead camera and having the teams explain their rationale for contrasting rankings.

Intra-Team Debates – During the simultaneous reporting, teams with different answers are asked to defend their answers in order to “convince” other teams to assume their position. Following the debate, teams are allowed to “re-select” their answer for another simultaneous response, followed by a discussion of the rationale for any changes that were made.

Gallery Walk – Students are asked to display (illustrate or explain) their answer/ project, etc. on a large white board or flip-chart sticky note paper which are displayed around the room. Teams walk around the room to review the product produced by each team and do one of the following options: a) Vote for the one they think is the best by attaching a sticky note to the board/paper. b)
Check the “most important/valuable/relevant” points displayed in the information. c) Add their thoughts/suggestions to the list on the board/paper.

Clicker Voting – Questions are entered into the clicker software document. Using a clicker system, students respond to each question as individuals and subsequently to similar or the same questions as teams.

TBL Outcome Data:
FACTORS INFLUENCING SKILL DEVELOPMENT IN KNOWLEDGE ACQUISITION
AND APPLICATION, CRITICAL THINKING, AND TEAM PERFORMANCE REQUIRED
FOR CLINICAL PRACTICE
Peggy M. Mohr, PhD, PT, Thomas M. Mohr, PhD, PT, David Relling, PhD, PT, Mark Romanick, Ph.D., PT,
ATC, Department of Physical Therapy, School of Medicine and Health Sciences, University of North Dakota
Abstract:
The purpose of this study was to investigate factors promoting students’ ability to: acquire knowledge, apply course concepts, and perform as team members in a manner reflective of professional clinical practice. A team-based learning (TBL) approach was applied to a traditional lecture course to provide practice opportunities in critical thinking, application of concepts, and team process. Select lecture presentations were also provided.
METHODOLOGY: Fifty-two students were assigned to 5 – 6 member teams. Pre-class reading assignments were provided and accountability was established through individual readiness assurance exams at the beginning of each class. Students also completed team readiness assurance exams.
Immediate feedback was provided for team exams using “scratch-off” answer keys. Application activities required teams to reach a consensus regarding patient cases and defend their decisions during intra-team discussions. Graded “in-class” team assignments added complexity to cases. Accountability for team performance was achieved through peer reviews which determined the percentage of the total team score individuals earned. Students indicated effectiveness of course components on a 1 (least effective) to 5
(most effective) point scale.
RESULTS: The highest percentages of “most effective” responses regarding TBL components included:
(a) individual preparation/accountability facilitated function on team (74.5%) (b) team discussion promoted critical thinking (78.43%), (c) peer teaching enhanced learning (78.43%), (e) immediate feedback enhanced understanding (80.39%), (f) application assignments provided practice in critical thinking (64.71%) and clinical decision-making (66.67%), and team participation enhanced interpersonal/team, and critical thinking skills (70.59%-74.51%). The highest percentages of “most effective” responses regarding lecture presentations included: (a) reinforced individual preparation (40%), and provided valuable content for application activities (35.29%). While the effectiveness of lecture presentations was ranked lower, students expressed having lecture presentations increased their confidence in their ability to be successful in the course.

STUDENT PERSPECTIVES REGARDING TEAM-BASED LEARNING (TBL) STRATEGIES
Peggy Mohr PhD PT, Thomas Mohr PhD PT, Dave Relling PhD PT,
Mark Romanick PhD PT, Kimberly Olson, PT
DESCRIPTION: The purpose of this study was to investigate students’ rationale for ranking specific Team-
Based Learning strategies as “most effective” in achieving the intended outcomes of enhancing learning and critical thinking skills.
METHODOLOGY : A graduate level pathology course for 52 physical therapy students was transitioned from a lecture based to Team-Based Learning (TBL) approach implementing TBL strategies including pre-class reading assignments, study outlines, individual readiness assurance tests (IRATs), team readiness assurance tests (TRATs) using “scratch-off” sheets, and case-based application activities. Students provided qualitative comments and used a 1 (least effective) to 5 (most effective) point scale to rank strategies according to effectiveness.
RESULTS: A majority of students (74.5% - 80.4%) ranked the following five TBL strategies as “most effective” in achieving the intended outcomes. Student comments were categorized as causal factors, intervening conditions, and outcomes or actions taken.
Strategy 1: Study outlines and independent preparation facilitated team participation: The causal factor was the preparation required for individual and team success. Intervening conditions were individual and team accountability that motivated preparation and that structured learning was focused, manageable, and less intimidating. The primary outcome was that students completed more assigned and recommended readings than they had in previous courses. Students also found that the team process was beneficial for sharing different perspectives and increasing critical thinking.
Strategy 2: Individual Readiness Assurance Tests (IRATS) provided individual accountability: Causal factors included IRATs that required pre-class assignments and time to process and apply concepts. Intervening conditions included the benefits of immediate feedback, personal motivation to learn the content, and responsibility to their teams. Outcomes included assurance and assessment of individual preparation and personal accountability for individual and team success.
Strategy 3: Team Readiness Assurance Tests (TRATS): Peer teaching and comparison of answers enhanced learning: Causal factors included valued peer knowledge, sharing multiple viewpoints and rationale, and peer teaching that illustrated different thought processes. Intervening conditions included enjoyment of team success and immediate feedback. Outcomes included gained knowledge about critical thinking, learned content from peers, and benefitted from collaboration with team members.
Strategy 4: Immediate feedback enhanced understanding: Feedback when content was “fresh” was the causal factor and enjoyable team discussion was the intervening condition. Outcomes included discussion of right and wrong answers, thinking about a concept before answering, and feedback that promoted correction of errors.
Strategy 5: Team participation enhanced critical thinking skills: Causal factor was the discussion format for sharing multiple perspectives. The intervening condition was the enjoyable team process. Outcomes included broadened perspectives, improved interpersonal skills, expanded critical thinking skills, and enhanced learning.
CONCLUSION: Students indicated structured pre-class preparation, accountability to self and team, immediate feedback, and the benefits and enjoyment of team interaction enhanced learning and critical thinking skills.

Examples of POGIL Materials
Helpful hints for the first day of class
Textbook: Bring it to class. It is your primary reference for in-class activities.
Other resources: To help you work through problems, each small group will have access to a laptop, a hand-held white board. Each table will also have access to a larger white board.
Blackboard: All assignments and announcements will be posted on Blackboard. You will be responsible for submitting your pre- and post-class assignments individually. Your group-graded in-class assignments are submitted at the end of each class. Individual and group feedback is via Blackboard.
Groups: You will have been notified in advance of your group and table number. Remember this assignment when you come to class.
When you arrive
1.
Find your table and your group.
2.
Take a couple of minutes to get to know each other and to assign roles of Manager, Recorder, and
Spokesperson. Duties are rotated every session. Groups will be periodically reassigned.
3.
Your Manager will retrieve and distribute the day’s assignment and place the name card on your table.
4.
Your Recorder will turn on the laptop at your assigned table and log on to Blackboard.
5.
Wait for further instructions.
Roles Taken by Learners in the Class
The manager keeps the group on task. This includes getting the group started promptly and maintaining the pace as established by the instructor. The manager encourages full group participation. The manager delegates tasks such as internet-directed activities, white board use, etc.
The recorder, using the laptop, writes the team’s responses to the tasks laid out in the activity with input from other group members. Remember that this is a group-graded activity. The recorder submits the group’s report via Blackboard and returns the group folder with name cards to a central repository.
The spokesperson is the official liaison with the instructors and other groups in the class. The spokesperson is the only group member who can ask the instructor for guidance. The spokesperson is also the representative of the group when called upon to report to the class.
Other roles: The skeptic and spy are duties that are distributed as needed and may change during the course of a session. The skeptic is called upon to challenge the rest of the group to justify reasoning, or to posit alternative explanations. Occasionally, for especially vexing problems, the spy is the designated person to eavesdrop on other groups for hints to get on track.

A1 pre-assignment
Amino acid structure and properties
Assignment
BMB 301
January 13, 2016
1.
Read the syllabus (posted on Blackboard). It has a lot of important information.
2.
Read your textbook: a.
Tymoczko3e i.
Ch 1: pp 3,4 unity of biochemistry ii.
Ch 3: pp 37-44 amino acid structure iii.
Ch 8: pp 138-140 penicillin and bacterial cell wall synthesis iv.
Ch 31: p 574, 575 essential amino acids b.
Berg8e i.
Ch 1: pp 1-4 unity of biochemistry ii.
Ch 1: pp 22, 23 visualizing molecular structures iii.
Ch 2.1: pp 27-34 amino acid structure iv.
Ch 8: pp 239, 240 penicillin and amino acid structure v.
Ch 24: pp 719, 720 essential amino acids
3.
Complete the online quiz (A1pre Quiz).
4.
Familiarize yourself with the names, structures, properties and three- and one-letter symbols of the 20 amino acids.
5.
The following resources are available for your use in the “Unit A Resources” folder. a.
Amino acids and chirality b.
Amino acid Venn diagram c.
Bloom’s taxonomy d.
First day helpful hints e.
Visualizing molecular structures
Why
Proteins are amazingly complex biological macromolecules. Every organism requires thousands of them to carry out the fundamental processes of life. All proteins are composed of the same twenty amino acid building blocks regardless of the organism that produces it. A thorough understanding of the structures and properties of amino acids is essential for understanding how proteins work.
Objectives
1.
Identify the molecular features shared by all amino acids found in living organisms.
2.
Determine the chirality of an amino acid based on its stereochemical rendering or Fischer projection.
3.
Given a structure, side chain property, or one/three letter code, identify the correct amino acid from a list.
4.
Explain how the chirality of amino acids is relevant to the “unity of biochemistry”.
5.
Evaluate the types of cognitive skills required to successfully complete specific tasks and objectives in a typical active-learning session.

A1 in-class activity
Amino acid structure and properties
Manager:
Skeptic:
Recorder:
Spokesperson:
BMB 301
January 13, 2016 minutes) Using your laptop, take a picture of your group. Paste it in the space below.
1.
(5
2.
(30 min) Refer to your textbook on how to draw Fischer projections of L -amino acids. The convention is to represent amino acids in their dominant ionization states at physiological pH. a.
Draw the structure of L -alanine on your white board and label the following components.
α-carbon
α-amine
α-carboxyl side chain b.
Take a picture of the drawing with your laptop and paste the image in the space below. c.
Explain why glycine is not a chiral molecule. d.
Though most amino acids are L -isomers, in special cases (but not in proteins!), they may be D -isomers.
Below are structures of D - and L -alanine.

i.
Using the marshmallows and toothpicks at your table, create models of D- and L-alanine. Refer to the “Amino acids and chirality” resource for tips. ii.
Place your models on the white board with the H atom pointing toward you. iii.
Label your marshmallows and draw arrows using the CORN rule. Label each isomer as D -Ala or
L -ala on your white board iv.
Match your models to the structures above and label them as D - or L -alanine. v.
Take a picture of your annotated models and paste here. vi.
Bacterial cell walls provide a protective shield from the harsh environment. They are composed of peptidoglycans cross-linked with short D -ala-containing peptides. Use your knowledge of chemistry and biology to develop a hypothesis to explain why bacteria utilize D -alanyl peptides to make cell walls. There are no “right” answers to this task. The best answers, however are those that are supportable by evidence and that can be experimentally tested.
STOP here for class discussion.
3.
(20 min) Throughout this unit you will be seeing and working with amino acids in a spectrum of graphical displays. Here are some examples. a.
Using the Fischer projections and stereochemical renderings in your textbook as a guide, identify the following structures by typing their names in the boxes below. For additional help, refer to “Visualizing molecular structures” in the Resources folder.
Line stick ball and stick space filling

b.
The hydrogen ions are displayed on the ball and stick structure shown above. Based on this structure, circle or highlight on the bar below the pH at which it is drawn. pH 10 pH 3 c.
Justify your choice. pH 7
4.
(20 min) Compare and contrast the properties of aspartate and asparagine. a.
Refer to the “Amino Acid Venn Diagram” resource for this task. i.
Identify two properties that asparagine and aspartate have in common. ii.
Identify the physico-chemical property that distinguishes aspartate from asparagine. b.
Using your white board, draw the Fischer projections of aspartate and asparagine at physiological pH. i.
Indicate the three-letter name of each. ii.
Circle the side chain functional group of each that bestows its polar nature. iii.
Indicate the side chain charge of each. iv.
Label each functional group. v.
Take a picture and paste here.
Stop here for discussion
5.
(15 minutes) Refer to the “Bloom’s taxonomy” resource on Blackboard. Reflect on some of the tasks you have done today and classify them according to the category of learning you used and the skill level associated with it.

Task
2a. Draw the structure of L -alanine and label its constituents.
2c. Explain why glycine is not a chiral molecule.
2d vi. Hypothesize why bacteria utilize D -alanyl peptides to make cell walls.
3b. Given the structure of an amino acid, estimate the pH consistent with its ionization state.
4a. Interpret a Venn diagram to compare properties of two amino acids.
Learning type Skill level
STOP here for a class discussion.
6.
Submit the assignment and clean up. a.
Recorder: i.
Save this file as a Word document and submit it as an assignment on Blackboard. ii.
Email the work to your group members. b.
Manager:
Return the folder with your group’s name card in it to the BMB 301 file cart.

A1 resource
Bloom’s Taxonomy
BMB 301
Spring 2016
The following table 1 summarizes Bloom’s taxonomy, which categorizes the types of cognitive skills that are employed in learning. A major objective of this course is to practice higher level cognitive skills as a means to enhancing your understanding of core concepts in biochemistry and molecular biology.
Cognitive skill level
Key skills
Assessed
General examples
Knowledge lower order
IDENTIFY,
RECALL, list, recognize, or label
Identify the parts of a eukaryotic cell; identify the correct definition of osmosis
Comprehension lower order
DESCRIBE or explain in your own words, re-tell, or summarize
Describe nuclear transport to a lay person; provide an example of a cell signaling pathway
Application
Lower or higher order
PREDICT an outcome using several pieces of information or concepts; use information in a new context
Predict what happens to X if Y increases
Analysis
Higher order
INFER; understand
How components relate to each other and to the process as a whole
Interpret data, graphs, or figures; make a diagnosis or analyze a case study; compare/ contrast information
Synthesis
Higher order
CREATE something new using/ combining disparate sources of information
Develop a hypothesis, design an experiment, create a model
Evaluation
Higher order
DETERMINE/CRITIQUE relative value; determine merit
Critique an experimental design or a research proposal; appraise data in support of a hypothesis
The first three levels of Bloom’s are usually hierarchal; thus, to complete an analysis-level question, students must also demonstrate knowledge-, comprehension- and application-level skills.
As you progress through this and future activities, take time to evaluate each exercise as to the type of cognitive skill that is being assessed. It is not unusual for there to be disagreement. Many problems require using multiple levels of cognitive skills. This will help you determine how you should approach each problem. Some tasks require multiple skills.
Choose one that best represents the task.
1 Crow A, Dirks C and Wenderoth MP (2008) Biology in Bloom: Implementing Bloom’s taxonomy to enhance student learning in biology. CBE-Life Sciences Ed 7:368-381

A1 resource
Amino acid properties
BMB 301
Spring 2016
This Venn diagram is based on physico-chemical and mutational data 1 in proteins. The focus here is on size and hydrophobicity. Use it along with your textbook as a reference when studying the relationships between amino acids.
1 Taylor WM (1986) The classification of amino acid conservation. J Theor Biol 119:205-218

Full name
Alanine
Arginine
Asparagine
Aspartate
Cysteine
Glutamate
Glutamine
Glycine
Histidine
Isoleucine
Leucine
Lysine
Methionine
Phenylalanine
Proline
Serine
Threonine
Valine
Tryptophan
Tyrosine
Amino acid names and codes
Three-letter code One-letter code
Ala
Arg
A
R
Asn
Asp
Cys
Glu
N
D
C
E
Gln
Gly
His
Ile
Leu
Lys
Met
Phe
Pro
Ser
Thr
Val
Trp
Tyr
Q
G
H
I
L
K
M
F
P
S
T
V
W
Y