Team Based Learning

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Team Based Learning

• Win May
• Bev Wood

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What?

• Instructional strategy based on procedures for
  developing high performance learning teams
• Michaelsen, Knight Fink, 2002

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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

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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

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Team learning nurtures the development of high
levels of group cohesiveness
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Special characteristics of teams

1. 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

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Essential principles of team based learning

• 1. Groups properly formed and managed

• Minimize barriers
• Member assets
• Large and diverse
• Permanent

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Essential principles of team based learning

• 2. Students must be made accountable

• Pre class preparation
• Contributing
• High quality performance
• Grading

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Essential principles of team based learning

• 3. Team assignments must promote learning team
  development

• Appropriate
• Require team interaction

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Essential principles of team based learning

• 4. Students must receive frequent and immediate
  feedback

• Timely (Readiness
• assessment tests)
• Timely on application-focused assignments
• Assignments require the right output from teams
• Teams assess and provide own feedback.

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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.

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Instructional Sequence in TBL

• 3 Phases
• Reading Preparation (pre-class)
• Readiness Assurance Process
• In-class Application Exercises

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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.

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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

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In-class Exercise

• 3 Ss
• 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.

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Instructional Activity Sequence
Preparation Pre class
Readiness Assurance Diagnosis-Feedback
Application of Course content
5 Instructor feedback
6 Application oriented activities
1 Individual study
4 Written appeals
3 Team test
2 Individual test
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Principles of Active Learning

• Individual and group accountability
• Need and opportunity for group interaction
• Motivation to engage in give-and-take discussion

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Paradigm Shifts in TBL

1. 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.