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What is team-learning?
Sample team-learning activity
Overall discussion
What is a case study?
Replication of a real experience with problems to generate
discussion
General structure of teaching a case study:
Instructor provides background information and data relevant
to the case study (e.g., lecture notes, reading material or other resources)
Provide a series of questions
Students utilize resources to answer questions and prepare for
in-class discussion.
During discussion, students explain their answers and
instructors can reemphasize subject material.
Internalization of learning
Debate format
Trial format
Team-learning format
Quizzes are graded during class time and the groups have the
opportunity to discuss their answers and submit “appeals.”
Grades are awarded based on the predetermined
contribution of the individual and group score (e.g., individual
score=70% of quiz grade and group score=30% of quiz grade).
CO2 O2
Systemic and
Pulmonary
Circulations
Pulmonary circuit
O2-poor, O2-rich,
CO2-rich CO2-poor
blood blood
Systemic circuit
CO2
O2
Saladin,
McGraw-Hill
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Aortic arch
Ascending
Superior vena cava aorta
Left pulmonary
artery
Branches of the
right pulmonary Pulmonary trunk
artery
Right pulmonary Left pulmonary
veins veins
Left auricle
Right auricle
Right atrium
Right ventricle
Aorta
Left atrium
Left ventricle
Right AV
valve
Right ventricle
Inferior vena cava
Saladin,
McGraw-Hill
Reflection of group quiz experience for
the instructors
Did you pay attention to the lecture more because you knew
a quiz would follow the lecture?
Did you pay attention more because it would be a group
quiz?
Did a group member catch something in the lecture that you
did not?
Did you learn from your group members?
In summary
Team-learning or learning from others is associated with the greatest
retention rates.
Team-learning assignments include case studies and individual/group
quizzes, in addition to the more common group projects and
presentations.
There are different types of case study: directed, analysis and
dilemma.
Case studies can be created based off of newspaper articles, journal
articles, real or fictitious events that relate to course content.
Case studies may be an effective tool to engage students who learn
best by application and association.
More importantly, case studies may promote students to be better
learners.
References
Cliff, W.H. and Curtin, L.N. (2000). The directed case method: Teaching concept and
process in a content-rich course. Journal of College Science Teaching, 30(1):64-66.
Cliff, W.H. and Wright, A.W. (1996). Directed case study method for teaching human
anatomy and physiology. Advances in Physiology Education, 15:S19-S28.
Dinan, F.J. and Frydrychowski, V.A. (1995). A team learning method for organic chemistry.
Journal of Chemical Education, 72(5):429
Feichtner, S.B. and Davis, E.A. (1984). Why some groups fail: A survey of students’
experiences with learning groups. Journal of Management Education, 9(4):58-73.
Herreid, C.F. (1994a). Case studies in science – A novel method of science education.
Journal of College Science Teaching, 23(4): 221-229.
Herreid, C.F. (1994b). Journal articles as case studies: The New England Journal of Medicine
on breast cancer. Journal of College Science Teaching, 23(6): 349-355.
Johnson, G.R. (1995). First steps to excellence in college teaching. Madison, WI: Atwood
Publishing.
Michaelsen, L.K., Watson, W.E., and Schrader, C.B. (1984). Informative testing – A
practical approach for tutoring with groups. Journal of Management Education, 9(4): 18-33.
Springer, L., Stanne, M.E and Donovan, S.S. (1999). Effects of small-group learning on
undergraduates in science, mathematics, engineering and technology: A meta-analysis.
Review of Educational Research, 69(1): 21-51.