Team Based Learning Win May Bev Wood

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

Teams are distinct from groups and 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 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

Essential principles of team based learning 1. Groups properly formed and managed Minimize barriers Member assets Large and diverse Permanent

Essential principles of team based learning 2. Students must be made accountable Pre class preparation Contributing High quality performance Grading

Essential principles of team based learning 3. Team assignments must promote learning + team development Appropriate Require team interaction

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.

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

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 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.