Team Based Learning

Win MayBev Wood

What?

Instructional strategy based on procedures for developing high performance learning teams

Michaelsen, Knight & Fink, 2002

Teams are distinct from groupsand more powerful

A group is not a team Commitment to the goals and welfare of

the group = a team Cohesive teams can do things that an

individual or a new group cannot Team-based learning starts with groups

and creates teams

Why? Enhances problem-solving skills Replaces or reduces lecture time Creates energy in the classroom Promotes team work Ensures that students are prepared and on

time to class

Team learning nurtures the development of high levels of group cohesiveness

Special characteristics of Special characteristics of teamsteams1. High level of commitment to the group

2. High level of trust among members

3. Long term instruction with a series of independent learning activities

Essential principles of team based learning1. Groups properly

formed and managed

Minimize barriersMember assetsLarge and diversePermanent

Essential principles of team based learning2. Students must be

made accountablePre class preparationContributingHigh quality

performanceGrading

Essential principles of team based learning3. Team assignments

must promote learning + team development

AppropriateRequire team

interaction

Essential principles of team based learning4. Students must

receive frequent and immediate feedback

Timely (Readiness assessment tests)

Timely on application-focused assignmentsAssignments require the right output from teamsTeams assess and provide own feedback.

How? Students acquire initial exposure to the

content through readings.

Held accountable for their preparation using a Readiness Assurance Process (RAP).

Following the RAP, they collaborate on in-class application assignments.

Instructional Sequence in TBL

3 Phases: 1. Reading Preparation (pre-class)

2. Readiness Assurance Process

3. In-class Application Exercises

What is RAP?

RAP occurs at the beginning of each major instructional unit.

It ensures that students have completed pre-class reading assignments and are prepared for in-class team work.

RAP - How? The process consists of a multiple choice test (15-20 questions)

on key concepts from the readings. It is first taken individually and then immediately re-taken as a

team.

RAP typically consists of five elements: 1. Assigned Readings 2. Individual Testing and Feedback

(Scantron) 3. Team Testing and Feedback (IF-AT

sheets) 4. Discussions and Appeals 5. Mini-lecture/Instructor Feedback

In-class Exercise 3 S’s

Same Problem. Groups work on the same problem, case or question.

Specific Choice. Groups must know and use course concepts to make a specific choice.

Simultaneous Report. Groups report their choices simultaneously.

This stimulates an energetic total-class discussion with groups defending their answers and the teacher helping to consolidate learning.

Instructional Activity Sequence

PreparationPre class

Readiness AssuranceDiagnosis-Feedback

Application of Course content

1Individual study

2Individual test

3Team test

4Written appeals

5Instructor feedback

6 Application orientedactivities

Principles of Active Learning

Individual and group accountability

Need and opportunity for group interaction

Motivation to engage in give-and-take discussion

Paradigm Shifts in TBL1. Primary learning objectives shift from knowing to

using and applying the course concepts.

2. Role and function of the teacher shifts from a ‘sage on the stage’ to a ‘guide on the side’.

3. Role and function of students shifts from being passive recipients of information to being active acquirers of information and applying the information in a variety of contexts and to a variety of problems.