1. 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

2. Introductory Comments
TBL: What Makes It DISTINCTIVE?
TBL: What Makes It SO IMPORTANT?
Wrap-Up

3. I. Introductory Comments
Medical & Health Professions Education:
Very Important
Some serious cost/quality issues
Very costly
Uneven/low quality

4. 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

5. 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

6. American Health Care: Quality (cont): 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

7. 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

8. I. Introductory Comments
Higher Education in General:
Very Important
Some serious cost/quality issues
Very costly
Uneven/low quality

9. “Tertiary education [i. e
“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)

10. Evidence That Students Are NOT Having Significant Learning Experiences:
Employers
Derek Bok: “Our Underachieving Colleges”
NAAL: 70% of college graduates in 2003 study could NOT read complex materials. Examples:
Compare ideas in two editorials.
Compute and compare price per ounce of two different food items.

11. Learning to communicate Learning to think Building character
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)

12. …lack of any overarching purpose in the undergraduate curriculum.
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)

13. Introductory Comments
TBL: What Makes It Distinctive?
TBL: What Makes It So Important?
Wrap-Up

14. II. TBL: What Makes It Distinctive?
A. From: Traditional Ways of Teaching

15. HOW DO PEOPLE LEARN?
Transmit Knowledge?

16. Transmission Of
Knowledge

17. HOW DO PEOPLE LEARN?
Transmit Knowledge?
Constructivism

18. 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.

19. HOW DO PEOPLE LEARN?
Transmit Knowledge?
Constructivism
Social Constructivism

20. 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.

21. II. TBL: What Makes It Distinctive?
A. From: Traditional Ways of Teaching
B. From: Other Ways of Using Small Groups

22. EXAM: Individual or Group
The Sequence of Learning Activities in Team-Based Learning •
Covering a 2-3 Week Block of Time
Covering One Major Topic Within the Course
Three Phases of Team Learning:
Preparation
Application (Practice with Feedback)
Assessment
Activities:
R.A.P.:
CULMINATING PROJECT
EXAM: Individual or Group
1. Individual test
(Continue
2. 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: )
90-100%
50%
60%
70%
80% )
40%

23. 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

24. EXAM: Individual or Group
The Sequence of Learning Activities in Team-Based Learning •
Covering a 2-3 Week Block of Time
Covering One Major Topic Within the Course
Three Phases of Team Learning:
Preparation
Application (Practice with Feedback)
Assessment
Activities:
R.A.P.:
CULMINATING PROJECT
EXAM: Individual or Group
1. Individual test
(Continue
2. 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: )
90-100%
50%
60%
70%
80% )
40%

25. Quality of Student Learning
Traditional
Teaching
(lecture, textbook focused)

26. Quality of Student Learning
Traditional
Teaching
(lecture, textbook focused)
Casual
Use
Different Ways of Using Small Groups

27. 3 General Ways of Using Small Groups:
Casual
“Turn to your neighbor and discuss “X”.
Easy to do, but limited impact

28. Quality of Student Learning
Traditional
Teaching
(lecture, textbook focused)
Cooperative
Learning
Casual
Use
Different Ways of Using Small Groups

29. 3 General Ways of Using Small Groups:
Casual
Cooperative
Insert a carefully-designed group activity
More impact than “Casual” but overall course structure is still unchanged

30. Quality of Student Learning
Traditional
Teaching
(lecture, textbook focused)
Team-Based
Learning
Cooperative
Learning
Casual
Use
Different Ways of Using Small Groups

31. 3 General Ways of Using Small Groups:
Casual
Cooperative
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

32. Introductory Comments
TBL: What Makes It Distinctive?
TBL: What Makes It SO IMPORTANT?
Wrap-Up

33. III. TBL: What Makes It So Important?
Special Challenges in Medical/Health Professions Education

34. Medical/Health Professions Education:
4 Special Challenges in
Medical/Health Professions Education:
Lots of information to acquire
Must learn how to apply & use that information
Need good “People Skills”
Often takes place in large classes

35. III. TBL: What Makes It So Important?
Special Challenges in Medical/Health Professions Education
Reflection of Principles of Integrated Course Design

36. INTERACTIVE COURSE DESIGN:
Key Components
Learning Goals
Feedback & Assessment
Teaching &
Learning
Activities
S i t u a t i o n a l F a c t o r s

37. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

38. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

39. 1. Situational Factors: Collecting information about…
Specific Context
General Context
Nature of the Subject
Nature of Students
Nature of Teacher

40. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

41. Taxonomy of Significant Learning

42. Taxonomy of Significant Learning
Caring
Developing new…
Feelings
Interests
Values
Learning How to Learn
Becoming a better student
Inquiring about a subject
Self-directing learners
Human Dimensions
Learning about:
Oneself
Others
Integration
Connecting:
Ideas
People
Realms of life
Foundational Knowledge
Understanding and
remembering:
Information
Application
Skills
Thinking: Critical, Creative, & Practical
Managing projects

43. Understand and remember the key concepts, terms, relationship, etc.
In a course with significant learning, students will:
Understand and remember the key concepts, terms, relationship, etc.
Know how to use the content.
Be able to relate this subject to other subjects.
Understand the personal and social implications of knowing about this subject.
Value this subject and further learning about it.
Know how to keep on learning about this subject, after the course is over.

44. Significant Learning: Larry’s Course Goals: 1. Foundational Knowledge
Ensure students’ mastery of course subject matter.
2. Application
Develop students’ ability to use course concepts in thinking & problem solving.
3. Integration
(Probably there)
4. Human Dimension
Enhance students’ interpersonal and team interaction skills.
5. Caring
Enjoy the course.
6. Learning How to Learn
Prepare students to be lifelong learners.

45. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

46. Holistic Active Learning
Experience
Doing, Observing
Actual, Simulated
“Rich Learning Experiences”
Reflection
About the…
Subject
Learning Process
Via: Journaling, Learning Portfolios
Information & Ideas
Primary/Secondary
In-class, out-of-class, online

47. Multiple Activities that Promote ACTIVE LEARNING
EXPERIENCE
REFLECTIVE DIALOGUE,
with:
GETTING
INFORMATION
& IDEAS
"Doing"
"Observing"
Self
Others
DIRECT
Original
data
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
Case
Stories
studies
(can be
Gaming,
accessed
Simulations
via: film,
Lectures,
literature,
textbooks
Role play
oral history)
Course
Teacher can assign
students
Students can reflect,
website
to "directly experience" …
and then engage in
ONLINE
various kinds of
Internet
Students can engage in
dialogue online.
"indirect" kinds of experience
online

48. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

49. Feedback and Assessment: “EDUCATIVE ASSESSMENT”
Forward-Looking Assessment
Self-Assessment
Criteria and Standards
“FIDeLity” Feedback

50. Feedback and Assessment: “EDUCATIVE ASSESSMENT”
Forward-Looking Assessment Task
Criteria and Standards
Self-Assessment
Feedback

51. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Teaching Strategy
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

52. A particular COMBINATION of learning activities…
TEACHING STRATEGY:
A particular COMBINATION of learning activities…
arranged in a particular SEQUENCE
Two Examples:
Problem-based learning
Team-based learning

53. “CASTLE-TOP” DIAGRAM: A Tool for Identifying Your
TEACHING STRATEGY
Mon Wed Fri Mon Wed Fri
In-Class
Activities: ?
Assessm’t & Feedback
Out-of-Class

54. TEACHING STRATEGIES QUESTION:
This strategy creates a high likelihood that most students will…
Be exposed to the content.
Understand the content.
Be able to use the content.
Value the content.

55. TEACHING STRATEGIES QUESTION:
This strategy creates a high likelihood that most students will…
Be exposed to the content.
Understand the content.
Be able to use the content.
Value the content.

56. INTERACTIVE COURSE DESIGN:
Key Components
Learning Goals
Feedback & Assessment
Teaching &
Learning
Activities
S i t u a t i o n a l F a c t o r s

57. KEY TASKS When DESIGNING A COURSE:
Collect good information about the SITUATIONAL FACTORS
Identify SIGNIFICANT LEARNING GOALS
Use ACTIVE LEARNING in the classroom
Use multiple kinds of EDUCATIVE ASSESSMENT
Formulate a powerful TEACHING STRATEGY

58. The VALUE of TBL: Meets the 4 Challenges of Med./Health Education
Acquire lots of information
Learn how to use that information
Good “People” skills
Large classes

59. The VALUE of TBL: Meets the 4 Challenges of Med./Health Education.
Uses Principles of Good Course Design
High quality LEARNING GOALS
Full use of 3 components of ACTIVE LEARNING
Good ASSESSMENT & FEEDBACK
Powerful TEACHING STRATEGY

60. Wrap-Up Introductory Comments TBL: What Makes It Distinctive?
TBL: What Makes It So Important?
Wrap-Up

61. WRAP-UP: “Four Take Away Ideas”
Our Role as Professional Educators:
Very important – Needs to improve
How We Teach/How People Learn:
Social Constructivism
TBL: Distinctive
Most powerful and most flexible way of using small groups
TBL: Important
The 4 special challenges of M/HP Education
Reflects all the principles of good course design

62. 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

63. 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.”

64. 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.”

65. 1. NEED
RESULTS
IMPLICATIONS
“Without at least some TBL in their curriculum, they are significantly under-prepared for what is waiting for them in industry.”

66. THE END! Higher Education:
Let’s make it all that it can be and needs to be!