TEAM-BASED LEARNING:
What Makes It: DISTINCTIVE?
SO IMPORTANT?
Presentation by:
L. Dee Fink, Ph.D.
National Consultant in Higher Education
Author: Creating Significant Learning Experiences
Team-Based Learning Conference
Vancouver, British Columbia
May 31 – June 1, 2007
Team-Based Learning: Distinctive - Important
I. Introductory Comments
II. TBL: What Makes It
DISTINCTIVE?
III. TBL: What Makes It SO
IMPORTANT?
IV. Wrap-Up
Team-Based Learning: Distinctive - Important
I. Introductory Comments
Medical & Health Professions Education:
• Very Important
• Some serious cost/quality issues
• Very costly
• Uneven/low quality
Team-Based Learning: Distinctive - Important
American Health Care:
Cost:
• The US spends more than double the median of OECD countries.
• US = $4,178 per capita/year
• Next highest?
• Switzerland: $2,794
• Canada: $2,312
• Median: $1,783
Source: Health Affairs, Vol 20, No. 3 (May-June 2001), pp. 219-232.
Team-Based Learning: Distinctive - Important
American Health Care:
Cost
Quality:
• US ranks 12th out of 13 developed countries (on 16 health indicators)
• Canada: Ranks 3rd highest
Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.
Team-Based Learning: Distinctive - Important
American Health Care:
Quality (cont):
C. Cause of Health Problems:
• People’s life style? Or medical care?
• “225,000 deaths per year from iatrogenic causes”
• Unnecessary surgery• Nosocomial infections in hospitals • Other errors in hospitals• Medication errors in hospitals• Non-error, adverse effects of medications
Source: “Is US Health Care Really the Best?”, JAMA, 26 July 2000, pp. 483-485.
Team-Based Learning: Distinctive - Important
American Health Care:
One Major Cause of the Problem?
• Health Care Providers don’t know how to work together!
Source: “The State of the Nation’s Health”, Dartmouth Medicine, Spring 2007, pp. 26-35.
Team-Based Learning: Distinctive - Important
I. Introductory Comments
Higher Education in General:
• Very Important
• Some serious cost/quality issues
• Very costly
• Uneven/low quality
Team-Based Learning: Distinctive - Important
“Tertiary education [i.e., higher education] is more critical, the flatter the world gets.”
-Thomas Friedman, The World is Flat (p. 289)
“[The new world economy] is highly knowledge-intensive – so you must be good at constantly learning. If you stand still, you fall back.”
-J.F. Rischard, High Noon (p. 30)
Team-Based Learning: Distinctive - Important
Evidence That Students Are NOT
Having Significant Learning
Experiences:
• Employers
• Derek Bok: “Our Underachieving Colleges”
Team-Based Learning: Distinctive - Important
Derek Bok:
•Learning to communicate
•Learning to think
•Building character
•Preparation for citizenship
•Living with diversity
•Preparing for a global society
•Acquiring broader interests
•Preparing for a career
from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)
Team-Based Learning: Distinctive - Important
Derek Bok:
• …lack of any overarching purpose in the undergraduate curriculum.
• …allowing intellectual standards to deteriorate.
• …colleges and universities…accomplish far less for their students than they should.
from: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (2006)
Team-Based Learning: Distinctive - Important
I. Introductory Comments
II. TBL: What Makes It Distinctive?
III. TBL: What Makes It So Important?
IV. Wrap-Up
Team-Based Learning: Distinctive - Important
II. TBL: What Makes It Distinctive?
A. From: Traditional Ways of
Teaching
Team-Based Learning: Distinctive - Important
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
Team-Based Learning: Distinctive - Important
Transmission
Of
Knowledge
Team-Based Learning: Distinctive - Important
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
2. Constructivism
Team-Based Learning: Distinctive - Important
Constructivist View of Learning
• We can transmit “INFORMATION.”
• But people have to take that information and CONSTRUCT their own understanding of it, and figure out what they can do with it.
Team-Based Learning: Distinctive - Important
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
2. Constructivism
3. Social Constructivism
Team-Based Learning: Distinctive - Important
Social Constructivism:
• We can construct our
understanding of anything by
ourselves, but...
• it usually works much better to
collaborate and dialogue with
others about how best to
understand a topic – and know
what we can do with that
understanding.
Team-Based Learning: Distinctive - Important
II. TBL: What Makes It Distinctive?
A. From: Traditional Ways of
Teaching
B. From: Other Ways of Using Small
Groups
Team-Based Learning: Distinctive - Important
•Covering a 2-3 Week Block of Time
•Covering One Major Topic Within the Course
Three Phases of Team Learning:
R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long
In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction
Out-of-Class: Reading Homework Homework Review
Approximate Level of Content Understanding at Each Phase:
Assessment
The Sequence of Learning Activities in Team-Based Learning
Preparation
Activities:
Application (Practice with Feedback)
40% 90-100%50% 60% 70% 80%) ) ) ) ))
CULMINATING PROJECT
EXAM: Individual or
Group
Team-Based Learning: Distinctive - Important
TBL: What It Isn’t
≠ Weekly RATs all semester long
≠ Just a Group RAT
≠ Graded group work without Peer Evaluation
Permanent, intentionally-formed groups
Individual & Group RAT
= In-Class, SG Application Exercises
Graded Group Assignments
Peer Evaluation
Team-Based Learning: Distinctive - Important
•Covering a 2-3 Week Block of Time
•Covering One Major Topic Within the Course
Three Phases of Team Learning:
R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long
In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction
Out-of-Class: Reading Homework Homework Review
Approximate Level of Content Understanding at Each Phase:
Assessment
The Sequence of Learning Activities in Team-Based Learning
Preparation
Activities:
Application (Practice with Feedback)
40% 90-100%50% 60% 70% 80%) ) ) ) ))
CULMINATING PROJECT
EXAM: Individual or
Group
Team-Based Learning: Distinctive - Important
Qualityof
StudentLearning
TraditionalTeaching(lecture, textbook focused)
Team-Based Learning: Distinctive - Important
Qualityof
StudentLearning
TraditionalTeaching(lecture, textbook focused)
CasualUse
Different Ways of Using Small Groups
Team-Based Learning: Distinctive - Important
3 General Ways of Using Small
Groups:
1.Casual
• “Turn to your neighbor and discuss “X”.
• Easy to do, but limited impact
Team-Based Learning: Distinctive - Important
Qualityof
StudentLearning
TraditionalTeaching(lecture, textbook focused)
CasualUse
CooperativeLearning
Different Ways of Using Small Groups
Team-Based Learning: Distinctive - Important
3 General Ways of Using Small
Groups:
1.Casual
2.Cooperative
• Insert a carefully-designed group activity
• More impact than “Casual” but overall course structure is still unchanged
Team-Based Learning: Distinctive - Important
Qualityof
StudentLearning
TraditionalTeaching(lecture, textbook focused)
CasualUse
CooperativeLearning
Team-Based Learning
Different Ways of Using Small Groups
Team-Based Learning: Distinctive - Important
3 General Ways of Using Small
Groups:
1.Casual
2.Cooperative
3.Different Course Structure
• Changes the structure of the course
• Much bigger impact on student learning
• Two major examples:
• PBL: Good – but doesn’t scale up
• TBL: Good – and does scale up
Team-Based Learning: Distinctive - Important
I. Introductory Comments
II. TBL: What Makes It Distinctive?
III. TBL: What Makes It SO IMPORTANT?
IV. Wrap-Up
Team-Based Learning: Distinctive - Important
III. TBL: What Makes It So
Important?
A. Special Challenges in
Medical/Health Professions
Education
Team-Based Learning: Distinctive - Important
4 Special Challenges in
Medical/Health Professions Education:
1. Lots of information to acquire
2. Must learn how to apply & use
that information
3. Need good “People Skills”
4. Often takes place in large classes
Team-Based Learning: Distinctive - Important
III. TBL: What Makes It So
Important?
A. Special Challenges in Medical/Health
Professions Education
B. Reflection of Principles of
Integrated Course Design
S i t u a t i o n a l F a c t o r s
INTERACTIVE COURSE DESIGN:
Key Components
Learning Goals
Feedback &
Assessment
Teaching &LearningActivities
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Team-Based Learning: Distinctive - Important
1. Situational Factors: Collecting information about…
• Specific Context
• General Context
• Nature of the Subject
• Nature of Students
• Nature of Teacher
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Taxonomy of Significant Learning
Taxonomy of Significant Learning
CaringDeveloping new…
Feelings Interests Values
Learning How to Learn
Becoming a better student
Inquiring about a subject
Self-directing learners
Human DimensionsLearning about:
Oneself Others
IntegrationConnecting:
IdeasPeopleRealms of life
Foundational KnowledgeUnderstanding and remembering:
Information Ideas
Application Skills Thinking: Critical, Creative, & Practical
Managing projects
Team-Based Learning: Distinctive - Important
In a course with significant learning, students will:
1. Understand and remember the key concepts, terms, relationship, etc.
2. Know how to use the content.
3. Be able to relate this subject to other subjects.
4. Understand the personal and social implications of knowing about this subject.
5. Value this subject and further learning about it.
6. Know how to keep on learning about this subject, after the course is over.
Team-Based Learning: Distinctive - Important
1. Foundational Knowledge
Ensure students’ mastery of course subject matter.
2. ApplicationDevelop students’ ability to use course concepts in thinking & problem solving.
3. Integration (Probably there)
4. Human DimensionEnhance students’ interpersonal and team interaction skills.
5. Caring Enjoy the course.
6. Learning How to Learn
Prepare students to be lifelong learners.
Significant Learning: Larry’s Course Goals:
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Holistic Active Learning Experience
Doing, Observing
Actual, Simulated
“Rich Learning Experiences”
Information & Ideas Primary/
Secondary In-class, out-of-
class, online
Reflection About the…
Subject Learning
Process Via: Journaling,
Learning Portfolios
Multiple Activities that Promote ACTIVE LEARNING
EXPERIENCE REFLECTIVE DIALOGUE, with:
GETTING INFORMATION
& IDEAS "Doing" "Observing" Self Others
DIRECT
Original data
Original sources
Real Doing, in authentic settings
Direct observation of phenomena
Reflective thinking
Journaling
Live dialogue
(in or out of class)
INDIRECT,
VICARIOUS
Secondary data and sources
Lectures, textbooks
Case studies
Gaming, Simulations
Role play
Stories (can be
accessed via: film, literature, oral history)
ONLINE
Course website
Internet
Teacher can assign students to "directly experience" …
Students can engage in "indirect" kinds of experience
online
Students can reflect, and then engage in various kinds of dialogue online.
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Feedback and Assessment:“EDUCATIVE ASSESSMENT”
Forward-Looking
Assessment
“FIDeLity” Feedback
Criteria and Standards
Self-Assessment
Feedback and Assessment:“EDUCATIVE ASSESSMENT”
Forward-Looking Assessment Task
Criteria and Standards
Self-Assessment
Feedback
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Teaching Strategy
Feedback & Assessment
Teaching and
LearningActivities
Team-Based Learning: Distinctive - Important
TEACHING STRATEGY:
• A particular COMBINATION of learning activities…
• arranged in a particular SEQUENCE
Two Examples:
• Problem-based learning
• Team-based learning
Team-Based Learning: Distinctive - Important
Mon Wed Fri Mon Wed Fri
In-ClassActivities
:
? ? Assessm’t &
Feedback
Out-of-Class
Activities:
? ?
“CASTLE-TOP” DIAGRAM:
A Tool for Identifying Your
TEACHING STRATEGY
TEACHING STRATEGIES
QUESTION:• This strategy creates a high likelihood
that most students will…
1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
In-class:
Lecture Lecture Lecture Exam
Out-of-class:
Read text
Homework exercises
Review
TEACHING STRATEGIES
QUESTION:
• This strategy creates a high likelihood that most students will…
1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
In-class:
Readiness Assurance Test: Individual Group
Application problems
(Small Groups)
Exam: Content Application
Culminating Project
Out-of-class:
Read text
Homework exercises
Review
S i t u a t i o n a l F a c t o r s
INTERACTIVE COURSE DESIGN:Key Components
Learning Goals
Feedback &
Assessment
Teaching &LearningActivities
Team-Based Learning: Distinctive - Important
KEY TASKS When DESIGNING A COURSE:
1. Collect good information about the SITUATIONAL FACTORS
2. Identify SIGNIFICANT LEARNING GOALS
3. Use ACTIVE LEARNING in the classroom
4. Use multiple kinds of EDUCATIVE ASSESSMENT
5. Formulate a powerful TEACHING STRATEGY
Team-Based Learning: Distinctive - Important
The VALUE of TBL:
1. Meets the 4 Challenges of
Med./Health Education
• Acquire lots of information
• Learn how to use that information
• Good “People” skills
• Large classes
Team-Based Learning: Distinctive - Important
The VALUE of TBL:
1. Meets the 4 Challenges of
Med./Health Education.
2. Uses Principles of Good Course Design
• High quality LEARNING GOALS
• Full use of 3 components of ACTIVE LEARNING
• Good ASSESSMENT & FEEDBACK
• Powerful TEACHING STRATEGY
Team-Based Learning: Distinctive - Important
I. Introductory Comments
II. TBL: What Makes It Distinctive?
III. TBL: What Makes It So Important?
IV. Wrap-Up
Team-Based Learning: Distinctive - Important
IV. WRAP-UP: “Four Take Away Ideas”1. Our Role as Professional Educators:
• Very important – Needs to improve
2. How We Teach/How People Learn:
• Social Constructivism
3. TBL: Distinctive
• Most powerful and most flexible way of using small groups
4. TBL: Important
• The 4 special challenges of M/HP Education
• Reflects all the principles of good course design
Team-Based Learning: Distinctive - Important
IV. WRAP-UP: Student Reaction
• Comments from a student in a course using TBL
• Course: “Preparing for College-Level Teaching” – for graduate students in Engineering and the Sciences
Team-Based Learning: Distinctive - Important
1. NEED
• “An engineering professional is
almost always a part of a team.
Engineering projects of any
significant size are simply too much
work or too much responsibility for
one person to handle.”
Team-Based Learning: Distinctive - Important
1. NEED
2. RESULTS
• “[Students] learn the material better, which is the obvious reason for using TBL.
• “But there are so many other positives that emerge from the process, namely:
• social, writing, speaking, presenting and thinking skills all get improved during TBL.
• Students can learn more about scheduling, time management, working with difficult people, and organizing collective work through TBL.”
Team-Based Learning: Distinctive - Important
1. NEED
2. RESULTS
3. IMPLICATIONS
• “Without at least some TBL in their
curriculum, they are significantly
under-prepared for what is waiting
for them in industry.”
Team-Based Learning: Distinctive - Important
THE END!THE END!
Higher Education: Let’s make it all that it can be and needs to be!