1. 1 Using team based learning (TBL) to maximise the effectiveness of flipped learning School of Law Zoe Swan Sally Gill Kristian P Humble

2. Session Aims To explore how team-based learning (TBL) was introduced to first year law students as part of a flipped learning strategy Share lecturers and students perspectives

3. Rationale for research Looking for a method/pedagogy to support and enhance the use of a flipped teaching and learning teaching strategy Particularly for use in the large group session ‘putting knowledge into practice.’ To support students in developing independent study skills and team work skills Support and link into employability aims

4. Flipped Learning Flipped Learning is a pedagogical approach in which: ‘direct instruction moves from the group learning space to the individual learning space, …the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter’ http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domai n/46/FLIP_handout_FNL_Web.pdf

5. Team Based Learning A special form of collaborative learning using a special sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion”. Michael Sweet

6. 4 key components to TBL 1. Permanent diverse teams (5 – 7 in number) 2. Readiness assurance – accountability for pre-class preparation 3. Application activities 4. Feedback & peer evaluation http://www.teambasedlearning.org

7. Flipped Learning & TBL Focus shifts from transfer of knowledge in class time to; Students engaging with knowledge gained in advance Students held accountable for engaging with pre- released knowledge by Readiness Assurance Process (TBL) Students worked individually and collaboratively to apply knowledge to specific activities Developed problem solving and team work skills Creates dynamic & productive learning environment - interactive & supportive Highly adaptable method(s) for teaching

8. How it worked in practice – large group Panopto released for students to engage with prior to large group session (took place in Lecture) First week - students formed teams to work in during large group session (random selection 5 - 7) Carried out iRAT Multiple Choice Questions (individual MCQ activity) Carried out tRAT (same MCQ activity but discussed individual answers as a team) to agree team answers Scratched off used or checked against Hot Pot Teams worked through a problem scenario to agree one of the collective answers provided Teams write and agree team rationale for answer Teams share, discuss and receive feedback on their answers to the scenario collectively

9. How it worked in practice - seminar Students formed separate different teams in their seminar groups (4 – 7 in number) Students worked through a problem scenario or other team activity in their seminar team Focus on developing team skills Giving & receiving feedback (peer feedback used) Formative and summative team legal presentations Designed to support studying law & develop employability skills

10. Show case & discuss Examples used in first year law in practice class Large group Seminar group Formative and summative assessment

11. Lecturer Perspective Excellent method to enhance and support the use of flipped learning approach particularly in terms of the accountability activities Flexible approach in terms of development Time intensive to develop materials Some resistance in places to team work, particularly in relation to assessment & team members not contributing equally

12. Student Perspective Overwhelmingly popular with the majority of students Exceptionally high percentage said team work had helped them to feel comfortable working in a group with people they did not know Gave them a chance to meet and work with a wider number of students in their first term, helped to settle in quickly Very high percentage (except 1) said it had helped them develop team working skills Improve communication, deal with difficult situations Significant number said they would have preferred to work in same teams for large group and seminar

13. Case for TBL I TBL transformative power addresses key reforms in legal education: Teaching specified learning outcomes in a transparent manner Engaging students in gaining real-world problem-solving skills. Engages students in rigorous analytical thinking that the case-dialogue method seeks to develop, and develops students’ essential communication skills.

14. Case for TBL II TBL environment forces silent students out of disengagement because the learning environment supports interaction rather than relying on a traditional knowledge-transfer model This happens without sacrificing content. A student emerges from a TBL course with the same knowledge exposure as a traditional course but with a higher percentage of time spent applying material and receiving feedback.

15. Resources http://tblcollborative.org/more-resources/ https://www.byui.edu/Documents/instructi onal_development/Larry%20Michaelsen/ TBL%20why%20and%20how.pdf https://www.byui.edu/Documents/instructi onal_development/Larry%20Michaelsen/ TBL%20why%20and%20how.pdf