Team-Based Learning (TBL) Richard Yuretich Department of Geosciences University of Massachusetts Amherst

Sound Familiar? Active Learning Active Learning Cooperative Learning Cooperative Learning Collaborative Learning Collaborative Learning Problem-Based Learning Problem-Based Learning Project-Based Learning Project-Based Learning Case-Based Learning Case-Based Learning Team-Based Learning Team-Based Learning

Team-Based Learning Details in Michaelsen et al (2004) Details in Michaelsen et al (2004) learning.org/ learning.org/ learning.org/ learning.org/ Four major components Four major components 1.Permanent teams 2.Readiness Assurance 3.Team Investigations 4.Peer Evaluation

Permanent Teams Instructor forms teams Instructor forms teams –Heterogeneous groups –Class level –Science knowledge –Ethnic diversity –Geographical Distribution 90 students 90 students –10 tables –2 teams per table –4 or 5 members per team

Readiness Assurance Readings assigned at start of module Readings assigned at start of module Readiness Assurance Test (RAT) – first or second class of the module Readiness Assurance Test (RAT) – first or second class of the module –Selective-response assessment (!) –Round 1: Individual answers (closed-book) – 60% –Round 2: Team collaboration (closed-book) – 40% –Round 3: Challenge (open-book) – grade adjustment

Readiness Assurance Preceded by “Concept Preview” Class Preceded by “Concept Preview” Class Teams answer questions from readings Teams answer questions from readings

Team Investigations Major effort during class sessions. Major effort during class sessions. Done only during class time. Done only during class time. Collaboration around a problem. Collaboration around a problem. Teams investigate the same or similar topic. Teams investigate the same or similar topic. Simultaneous reporting Simultaneous reporting Collective Discussion Collective Discussion

Team Investigations: Example Brief introduction on coastal erosion and sea-level rise Brief introduction on coastal erosion and sea-level rise

Team Investigation: Example Are there effective measures against coastal erosion? What can be done to address the problem? Are there effective measures against coastal erosion? What can be done to address the problem? Teams discuss and post collective responses Teams discuss and post collective responses

Team Investigation: Example Discussion of team responses Discussion of team responses Simultaneous reporting: all team responses are displayed Simultaneous reporting: all team responses are displayed

Peer Evaluations Individual Accountability Individual Accountability Mid-semester Survey Mid-semester Survey –Formative Feedback –Intervention End of Semester End of Semester –Grade allocation

Peer Evaluation Basis for fair allocation of team grades Basis for fair allocation of team grades Students assign points to other team members based on contributions Students assign points to other team members based on contributions

Peer Evaluation Comments are often frank, revealing, and aligned with instructor’s observations. Comments are often frank, revealing, and aligned with instructor’s observations.

Individual Effort On-line Learning Management System Assignments On-line Learning Management System Assignments  On-line homework and quizzes  Individual effort and grading

Final Exam Traditional with optional on-line team follow-up Traditional with optional on-line team follow-up Cumulative in content. Cumulative in content.

Student Satisfaction Perception of the course is generally positive, with an incremental improvement over the large-lecture version.

Grade Distribution Improvement in studentperformance is substantial especially on longer-term retention of concepts from the earlier parts of the course.

Reflections on TBL A more sophisticated and effective application of collaborative learning A more sophisticated and effective application of collaborative learning Makes large classes (90 students in this case) seem smaller Makes large classes (90 students in this case) seem smaller Course schedule, team composition, and team assignments need thoughtful planning. Course schedule, team composition, and team assignments need thoughtful planning. Hi-tech classrooms helpful but not required. Hi-tech classrooms helpful but not required.

TBL Extensions Used TBL principles in subsequent classes without the high-tech support Introduction to Geochemistry (24 students) – –Teams of Four – –In-class teamwork had two components:   Short Investigations   Long-term team project

TBL Extensions Used TBL principles in subsequent classes without the high-tech support: Introductory Oceanography (302 students) – –52 teams (five or six students per team) – –Traditional lecture hall – –In-class investigations as in TBL model – –Selective reporting for discussion

Other Observations Students attend regularly and participate actively. Students attend regularly and participate actively. Team investigations reduce grading time, permit “Just-In-Time Teaching” for the following class. Team investigations reduce grading time, permit “Just-In-Time Teaching” for the following class. Thanks to the Center for Teaching and Faculty Development, UMass Amherst …and my dog Holly (I ran out of relevant classroom pictures!)