Team-based Learning: The Transformative Use of Small Groups in University Teaching 1

What is Team-Based Learning TBL ≠ small groups Peer evaluation Grade weight-setting exercise RAPs Team Application Exercises 2

Advantages of TBL Students are more likely to read Enhanced understanding/application of course material Interpersonal and team skills Active learning More fun for everyone! 3

4 Convey Course Concepts Apply Course Concepts TraditionalTeam-Based Readiness Assessment Readings Lecture In Class Out of Class In Class Out of Class

Collaborative/Cooperative Learning Collaborative learning is one of the most powerful tools instructors have in higher education. Students get a chance to speak, share personal views, and develop the skill of working with others. Requires that group members work together to complete a given task. 5

Debates Debates staged in class can be effective tools for encouraging students to think about several sides of an issue. Debates can vary from simple, in-class presentations to more elaborate work over a period of time and with a group. Debates can be particularly powerful learning tools when students have to switch sides. 6

Key Principles Teams must be properly formed and managed  Team formation process  5-7 members  Permanent 7

Your Turn Pick an authentic problem or scenario from your discipline Identify the issues and facts that students would have to know and consider Create specific choices that require both the understanding and application of course concepts 8

Implementing TBL Partitioning the course content  Content should be divided into modules  6-8 hours of content  What are the major themes of the course? 9

Designing Application Exercises Questions to consider when designing TBL learning activities What do I want students to be able to do? What will they need to know to do it? What do they already know? (So I don’t have to teach it) 10

Phase 1 Preparation (Pre-class) Phase 2 Readiness Assurance (In-class) Phase 3 Application of Course Concepts Individual Study Individual Test Group Test Instructor Feedback Small Group Assignments Team Appeals TBL Phases IRAT and TRAT assess student’s preparation to begin Group Assignment -Attend a lecture -Read textbook or journal articles Read case history and view visuals, then apply core concepts to complete group assignment 11

The RAP 1. Individual study 2. Individual multiple-choice test 3. Team test 4. Appeals 5. Instructor mini-lecture 12

Key Principles Students must have frequent and timely feedback  Instant grading on tRATs  Instant grading on team projects 13

Change Your Teaching Role to “Guide on the Side,” and asking open-ended questions to prompt the team to find the information 14

Reporting Strategies Lettered Cards Whiteboards 15

16 A relatively new strategy that encourages active learning is the Immediate Feedback Assessment Technique (IF-AT). This multiple-choice procedure provides immediate feedback to students and partial credit for answers. Powerful with team based learning. IF- AT

17 This is a particularly powerful tool when used with groups. Each group decides the best answer and scratches off the coating of the rectangle corresponding to the answer. If correct, a star appears. If the first answer is incorrect, the group continues to look for the next best answer and scratch rectangles until the correct answer is found. IF- AT

Readiness Assurance Test Procedures Individual Test Closed Book 3pts/question Answer both on test and answer sheet Answer sheet goes in Team folder Team Test Closed Book 3pts/question Place Team # on answer sheet Use score sheet for grading Appeals Open book Show evidence from reading Questions & Discussions Clarify issues 18

Appeals Each team must appeal separately Appeals must be written  Question ambiguity – provide alternative wording  Ambiguity in readings – provide specific page numbers and quotations iRAT grades will change for members of team that successfully appeals 19

Practice Peer Evaluation For each team member complete the following sentences:  Something I appreciate about this person is…  Something I would like to request of this person is…  Name: __________________ Score: ______ Comments:  Name: __________________ Score: ______ Comments: 20

What using TBL means Course goals will shift from memorization to application of knowledge. Role of teacher will shift from dispenser of knowledge to manager of student-driven learning. Role of students will shift from passive learners to active learners and collaborative team members. 21

Four Key Principles #2: Students must be made accountable for their individual and Team work  RAP  Peer assessment  Team products must be graded 22

Grade Weight Setting Exercise Each team sets preferred grade weights Each team sends a delegate to the fishbowl Teams can recall delegates if individuals in two different teams raise their hands Grades are set when delegates reach unanimous consensus 23

Grade Weight Worksheet Individual Performance……………____%  iRATs ………...…___%  Final exam..……..___%  Term paper…..…___% Team Performance………………..____%  tRATs……….……___%  Team Activities.…___% Peer Evaluation……………………____% 24

Four Key Principles #3: Team assignments must promote both learning and team development 1. Significant 2. Same 3. Specific 4. Simultaneous 25

Four Key Principles #4: Students must have frequent and timely feedback  Instant grading on tRATs  Instant grading on team projects 26

Implementing TBL #1: Partitioning the course content  Content should be divided into modules  6-8 hours of content  What are the major themes of the course? 27

Example #1: Intro Pol Sci Learning Objective: students should understand the difference between descriptive and substantive representation, and be able to use this information to make more informed vote choices 28

Example #1: Intro Pol Sci RAP Question The belief that constituents are most effectively represented by legislators who are similar to them in key demographic characteristics is called a. the delegate relationship b. the trustee relationship c. descriptive representation d. demographic representation 29

Example #1: Intro Pol Sci Team Activity As a voter, is it always best to vote for someone of your own ethnicity, race, or gender? a. YES, always b. NO, ethnicity, race and gender should never matter c. RACE/ETHNICITY matters, but not gender d. GENDER matters, but not race/ethnicity 30

Example #2: State & Local Govt. Learning Objective: Understand the intended and unintended consequences of Progressive-era reforms and develop informed opinions about how they should be amended. 31

Example #2: State & Local Govt. RAP Question Progressive Reforms to city government aimed at eliminating machines included a. making more officials appointed rather than elective b. moving from district elections to at-large elections c. eliminating partisan designation from ballots d. all of the above 32

Example #2: State & Local Govt. Team Activity Which of these Progressive Era reforms to local government should be repealed? a. at-large elections b. non-partisan elections c. short ballots (teams can hold up more than one letter/answer) 33

Wrapping Up At the end of the quarter, remind students what they have learned  Review session for final exam  Comparison of individual and team scores 34

Designing Application Exercises Questions to consider when designing TBL learning activities What do I want students to be able to do? What will they need to know to do it? What do they already know? (So I don’t have to teach it) How will I know that they know it? 35

For More Information Michaelsen, Larry K., Arletta Bauman Knight and L. Dee Fink, eds Team-based Learning: A Transformative Use of Small Groups in College Teaching. 36