After many years of positive anecdotal evidence of the success of the TeamMastermind Curriculum, we implemented a program evaluation during the 2007-2008 academic year. This first evaluation revealed significant improvements in critical thinking & teamwork skills. Results from 2007-2008 evaluation used to strengthen the curriculum and another evaluation was performed in 2008-2009 to determine whether the educational goals of TeamMastermind® were met. The goals included increasing student skills in cognitive challenge, collaborative learning, and metacognitive awareness. A sample of 150 4th grade students who completed TeamMastermind® curriculum once a week during the 2008-2009 academic year displayed significant increases in student cognitive challenge skills (e.g., critical thinking, problem-solving collaborative learning, and meta cognition).

1. TeamMastermind®
Research Results
2008-2009
Preston Tenney
Heidi Wayment Ph.D
Mindy Degraff, Founder

2. Program Evaluation History
• After many years of positive anecdotal
evidence of the success of the
TeamMastermind Curriculum, we
implemented a program evaluation
during the 2007-2008 academic year
• First evaluation revealed significant
improvements in critical thinking &
teamwork skills
• Results from 2007-2008 evaluation used
to strengthen curriculum

3. Study Goals
• Evaluate whether the educational goals
of TeamMastermind® were met during
the 2008-2009 academic year
• Goals included increasing student skills
in cognitive challenge, collaborative
learning, and metacognitive awareness

4. Participants
! Fourth Grade students (N = 150)
• ages 7-10
• enrolled in eight classes from three
FUSD schools
! Socioeconomic status and ethnically
diverse
! 48% male, 51% female, 1%
unidentified
! Evaluation of the program was
approved by the principals and teachers
involved in the program as a means of
assessing on-going educational efforts.

5. Overview
! Development of Critical Thinking
Skills
• Cognitive Challenge
• Collaborative Learning
• Meta-Cognitive Awareness
! Measured Outcomes
• Pre- and post-test
• Objective data and self-report
5

6. Cognitive Challenge
! Two open-ended questions addressed the issue of cognitive
challenge.
• Pre- and post-test problem solving (rope activity)
• One item “Please describe how humor can help you or others
be more creative."
• In the second item students were asked to name as many
problem-solving strategies as they could.
Using Humor # of Problem Solving Strategies
Answers needed to belong to strategies
Answers that suggest
taught in TeamMastermind® curriculum
Good humor improves affect,
(e.g., thinking backwards, breaking rules to
Articulation repairs mood, or increases
solve problems, thinking creatively,
open-mindedness
working in the round).
Answers include “it can Answers were coded as "satisfactory” if
Satisfactory help you think of a funny they were less specific (e.g., “think” or
Articulation picture” and other similar “try”).
generic responses
Unsatisfactory All vague and unrelated answers

7. Rope Activity
2500
2000 1878.37
1500
(Inches)
1000
688.90
500
Pre
0
273%
Post
! Students were placed in groups and were
asked to construct a continuous “rope”
using the given materials.
! By post-test, significant increases!!!

8. Using Humor
100% Please describe how humor can help you
or others be more creative:
Ex. “Humor can help others by helping
36.7% them lighten up”
75%
77.3% Unsatisfactory
8.0% Satisfactory Articulation
50% Good Articulation
25% 51.3%
13.3%
8.7%
0%
Pre Post

9. Problem Solving Strategies Named
Per Student
Pre Post
3% 1% 16%
12%
45%
16%
84% 23%
None
1
2
3+

10. Problem-Solving Strategies: % of Students with
"Good Articulation of Answer“ *
One or More
4%
Pre Post
One or More
27%
None
73%
None
96%
One or More
None

11. Cognitive Challenge
! Significant improvement in actual
problem-solving skill! (rope activity)
! Significant improvement in how many
problem-solving strategies students
could name at the end of the year
! Students were significantly more
creative in their use of humor to solve
problems

12. Collaborative Learning
! Two open-ended questions assessed how collaborative
learning takes place.
• The first item asked students to “Describe the features of a
team that works well together.”
Features of a Team Trust
Answers included those that Answers were sufficiently well
described ideas about reasoned answers that were specific
selflessness, sacrifice, listening, to the question that included, but were
Good
share blame or punishment or not limited to, answers about
Articulation
reward, participation, reliability, responsibility, confidence in
communication and other team members, and positive group
important aspects of teamwork. output.
Answers included student
responses such as “working
Answers included “You have to trust
together,” “do not fight,” and other
Satisfactory each other” and other generic
generic answers that may be
Articulation responses.
practical but not definitive of what
features helps teams work
together.
Unsatisfactory All vague and unrelated answers

13. Total Features of a Team
Named Per Student*
Includes “Good” and “Satisfactory” answers by students
Ex. “Cooperation, agreement, always working together”
Pre Post
5%
22% 20%
16%
54%
25%
27% 32%
None
1
2
3+

14. Features of a Team:
"Good Articulation of Answer“ *
One or More Pre Post
21%
None
One or More 46%
54%
None
79%
None
One or More

15. Trust*
100%
How is trust related to homework?
Ex. “By believing in them. Building
them up.”
75% 37.3%
81.4% Unsatisfactory
Satisfactory Articulation
50% Good Articulation
27.3%
25%
30.0%
12.0%
0% 5.4%
Pre Post

16. Collaborative Learning
! Significant increases in student
understanding of teamwork and trust
in others over the course of the
school year.

17. Meta-Cognitive Awareness
! Two open-ended questions assessed how aware students
were about their own thinking processes in terms of self
evaluation and self compassion.
• The first item asked students to describe their "thoughts and
feelings" when they made a mistake.
• The second item asked “What does it mean to take personal
Students’ Thoughts and Feelings After
Actions
Mistakes
1 Sad/Bad Responses included answers
Good referring to personal
2 Anxious/Fear Articulation accountability, restitution, and
3 Guilt owning up to mistakes.
4 Learn From It Responses included “don’t lie”
Satisfactory and “tell the truth” and other
5 Self-Acceptance
Articulation practical examples of personal
6 Self Critical responsibility.
7 Apathy
Unsatisfactory All vague and unrelated answers
8 Unclear or Vague

18. After a mistake....
Student thoughts and feelings" Before After
when they made a mistake TeamMastermind® TeamMastermind®
Sad/Bad 32% 26%
Anxious/Fear 10% 10%
Guilt 6% 9%
Learn From It 5% 13%
Self-Acceptance 12% 21%
Self Critical 14% 10%
Apathy 5% 2%
Unclear or Vague 16% 9%

19. Actions
100%
What does it mean to take personal
responsibility for your actions?
Ex. “By saying, ‘Yes I did do that.’”
75% 37.3%
73.4% Unsatisfactory
Satisfactory Articulation
50% Good Articulation
27.3%
25%
13.3%
30.0%
12.0%
0%
Pre Post

20. Meta-Cognitive Awareness
! Students reported significant increases in
their ability to learn from their mistakes
! Students reported a significant increase in
self-acceptance after making a mistake.
! Students were significantly more likely to
take responsibility for their actions at year’s
end

21. Conclusion
• Sample of 150 4th grade students who
completed TeamMastermind®
curriculum once a week during the
2008-2009 academic year
• Significant increases in student skills
were observed in cognitive challenge
(e.g., critical thinking, problem-solving)
collaborative learning, and meta-

22. According to teachers, administrators, and
students, the TeamMastermind curriculum is
an outstanding opportunity to develop
critical thinking and teamwork skills.