The State of Team-Based Learning

I asked for Stories… and discovered that the REAL stories are the Students

See student stories at:

What did you see that was: Positive? Positive? Negative? Negative? Not sure? Not sure?

Why did the first young woman think that the groups worked so well?

Do you: Agree? Agree? Disagree? Disagree?

My conclusion… Students are NOT very aware of how the different aspects of the setting affect their behavior:

I asked about IF-ATs… and confirmed that they REALLY make a difference

Impact of IF-ATs 1=no difference to 10=truly revolutionary

My conclusion… Anyone who fails to use the IF-ATs is missing a truly golden opportunity. But… What about the other 17%?

I asked about: Ideas to share Ideas to share Persistent/annoying problems Persistent/annoying problems Tweaks to Peer Evaluations? Tweaks to Peer Evaluations?

Most mentioned Problem: 1. Getting student buy-in? 2. Peer evaluations? 3. Getting faculty buy-in? 4. Challenge of developing effective tests/assignments?

Most mentioned Problem: 1. Peer evaluations? 2. Getting student buy-in? 3. Challenge of developing effective tests/assignments? 4. Getting faculty buy-in?

Student reactions to RATs My students hate the RATs--they hate any 'testing'--and that sours their attitude about the group application process. Versus Be patient when you implement TBL - students may complain at first (particularly if it is brand new to them), but they eventually accept and even enjoy it! The Students love it, try it.

Why do some students hate RATs & others see them as a valuable learning experience?

Your task… Develop a hypothesis about why students resist (or accept and maybe even enjoy) the RATs.

Student Reactons to RATs: Lots of student resistance to RAts. Lots of student resistance to RAts. In between. In between. Students eventually accept (and even enjoy) RATs. Students eventually accept (and even enjoy) RATs.

Your task… Develop a hypothesis about why students resist (or accept and maybe even enjoy) the RATs.

Faculty Explanations--Most faculty appear to believe the problems are due to: My Students My Students My Subject My Subject

Students are rational and will try to beat the system to avoid being treated unfairly: Absolutely--doing well is beyond their control. Absolutely--doing well is beyond their control. Relatively--other students might get preferential treatment. Relatively--other students might get preferential treatment.

Why do students resist giving honest peer evaluations?

Peer Evaluations: Lots of student resistance to giving honest feedback. Lots of student resistance to giving honest feedback. In between. In between. Students seldom, if ever, game the system to give equal scores. Students seldom, if ever, game the system to give equal scores.

Your task… Develop a hypothesis about why students resist (or dont resist) giving honest peer evaluations.

Key TBL Principles: Groups properly formed/managed Groups properly formed/managed Individual & team accountability Individual & team accountability Assignments must promote both learning & team development Assignments must promote both learning & team development Frequent, timely & discriminatory performance feedback. Frequent, timely & discriminatory performance feedback.

Idea to improve peer evaluations: 1. Make sure that students have clear evidence about their peers. 2. Use formative feedback along the way. 3. Do them on-line--gets more and better data and doesnt burden the instructor. 4. Make a case for their value in preparing students for the future. 5. Give face-to-face individual feedback; ask for Predictions.

Idea to reduce resistance to TBL: 1. Give practice RAT (e.g. over syllabus). 2. Time for Qs (from groups) before RAT. 3. Give comparative scores and grades. 4. Give brief overview of upcoming unit-- including what students should DO. 5. Mid-term evaluation of how things are going in class and in teams.

Idea for implementing TBL: If there's a concept I particularly want to make sure students review, I'll mark an incorrect answer as correct on the RAT. Teams appeal, and in the process really solidify their understanding of the material. Also because they know I will occasionally do this, they are vigilant in checking all wrong answers for possible appeals. If there's a concept I particularly want to make sure students review, I'll mark an incorrect answer as correct on the RAT. Teams appeal, and in the process really solidify their understanding of the material. Also because they know I will occasionally do this, they are vigilant in checking all wrong answers for possible appeals.

Idea for implementing TBL: After each TBL session, spend a couple of minutes modifying your application focused exercises and readiness assurance test exercises based on how the items performed in class. After each TBL session, spend a couple of minutes modifying your application focused exercises and readiness assurance test exercises based on how the items performed in class.

Idea for implementing TBL: In order to optimize the effectiveness of your application exercise, submit it to at least two persons for critical review before using it with your students. Ideally, these two persons would be another faculty content expert and a mature student who has previously participated in TBL. In order to optimize the effectiveness of your application exercise, submit it to at least two persons for critical review before using it with your students. Ideally, these two persons would be another faculty content expert and a mature student who has previously participated in TBL.

Idea for implementing TBL: If I have a student who is absent during RATs, I let them make up the iRAT and give them the team RAT score on their first absence. If they miss another RAT, I let them make-up the iRAT, but use their iRAT score for both the iRAT and tRAT. Peer reviews typically penalize the student for absences, and individual RAT scores are already lower than team RAT scores. With those two conditions already occurring, I don't need to give zeros for team RATS. If I have a student who is absent during RATs, I let them make up the iRAT and give them the team RAT score on their first absence. If they miss another RAT, I let them make-up the iRAT, but use their iRAT score for both the iRAT and tRAT. Peer reviews typically penalize the student for absences, and individual RAT scores are already lower than team RAT scores. With those two conditions already occurring, I don't need to give zeros for team RATS.

Is teaching to the test: A good thing? A good thing? A bad thing? A bad thing?

My conclusion… Teaching to the test is essential…as long as we are teaching to THE TEST.

Questions about TBL?