1. Simon Tweddell University of Bradford

2.  Why TBL?  The TBL Process  Our Experiences of TBL  RAP and Application Exercises  Summary  Q&A

3.  Drivers for Change ◦ Growing student numbers ◦ Surface learners ◦ Disengaged learners ◦ Disruption and absenteeism  New UG MPharm Programme ◦ Engaging L&T Strategy

4.  What we liked about TBL ◦ Benefits of Small Group Learning but scalable ◦ Accountability to self and team ◦ Removes passivity ◦ Removes anonymity

5.  What we wanted students to do: ◦ Prepare for class ◦ Come to class ◦ Participate and engage in ◦ Be able to apply knowledge ◦ Take a deep approach to their learning

6.  Permanent Teams  Individual study of content out-of-class  Readiness Assurance Process (RAP)  Application Exercises  Peer Evaluation

7. Content Pre-class Individual Study Directed to Learning Resources

8. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT ~10 MCQs

9. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT tRAT Same Test as a team IF AT cards

10. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT tRAT Appeals

11. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT tRAT Appeals Corrective Instruction

12. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT tRAT Appeals Corrective Instruction Application Exercises 70-80% of class time Significant Same Specific Choice Simultaneous

13. Content Pre-class Individual Study Directed to Learning Resources A Team-based Learning UnitA Team-based Learning Unit Readiness Assurance Process 20-30% of class time iRAT tRAT Appeals Corrective Instruction Application Exercises 70-80% of class time Significant Same Specific Choice Simultaneous Intra-team discussions Inter-team discussions

14.  Team Formation  RAP Process  Application Exercise

15.  Which of the following do you believe is the most important benefit of TBL? AIncreased course coverage BEnhanced student attendance CIncreased student engagement DReduction in staff workload EIncreased student attainment FEnhanced student motivation GPromote deeper approaches to learning HDevelopment of skills to enhance employability

16.  Which of the following aspects of TBL do you feel is the most challenging to staff? ◦ A. Writing the Student Study Guide/identifying appropriate reading ◦ B. Writing the RAT questions ◦ C. Writing application exercises ◦ D. Facilitating application exercises ◦ E. Giving the corrective instruction

17.  Benefits  Challenges  Staff and Student Positives and Negatives  Outcome Data  Employability skills  Summary of Lessons Learned  Estate

18. Outcomes: Benefits  Students ◦ Mostly very positive ◦ Enjoyable experience ◦ 4 th years helped explain to 1 st years  Staff ◦ Students engaged in learning ◦ Students are more confident ◦ Students are less needy and less pastoral issues “TBL has been so good and rewarding to the point that I am suggesting that we use it within the optional modules. It almost makes me want to be a first year again.” – 4 th year Student “100% never going back.” Staff “I would definitely recommend TBL because you get the chance to apply your knowledge. It stays in your mind a lot more and you find your performance is a lot better” –Student “The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is unbelievable.” Staff

19. Outcomes - Challenges  Large scale change ◦ Human resource ◦ Managing Expectations  Faculty  Students  Facilitation skills  Application exercises ◦ Authentic, integrated and challenging ◦ Timings  Difficult concepts ◦ Student Support Sessions ◦ Age/experience?  Technology “Some faculty need to improve the way they ask the questions” - Student “You definitely need more preparation time and to learn how to facilitate discussions” Staff “For me the most difficult part of TBL is writing application exercises that challenge them as a team” Staff “They need to be stricter with timings, you’re often waiting for everyone to finish when you could move on to the next exercise.” Student

20. TBL: really good opportunity to share understandin g and discuss with peers and tutors I found that the TBL learning was a lot more effective for myself and that I learnt more this way The team based learning was of huge help of me understanding topics as you can get other peoples view point TBL works much better than group work, encourages me to revise in stead of leaving it all till the end of the year

21. TBL exercises should have a more strict time limit The application exercises took up too much time

22. iRATs tRATs LowestMeanHighest % increase on highest % increase on mean 15376869510.520.0 26571799520.325.3 359759097.58.323.1 46069769423.726.6 55569849715.528.9 67077839716.920.6 761788710014.922.0 86069779928.630.3 97079859815.319.4 105168779624.729.2 11788490988.914.3 126077889811.421.4 136780879812.618.4 145876869814.022.4 157078879610.318.8 167581869611.615.6 175867779523.429.5 Mean increase15.922.7

23. No individual student outperformed any team Highest individual 4 percentage points behind lowest performing team iRATs tRATs LowestMeanHighest % increase on highest % increase on mean 15376869510.520.0 26571799520.325.3 359759097.58.323.1 46069769423.726.6 55569849715.528.9 67077839716.920.6 761788710014.922.0 86069779928.630.3 97079859815.319.4 105168779624.729.2 11788490988.914.3 126077889811.421.4 136780879812.618.4 145876869814.022.4 157078879610.318.8 167581869611.615.6 175867779523.429.5 Mean increase15.922.7

24. Outcomes – Comparative data  Performance in written assessment ◦ 13% increase in year 4 module (two cohorts)  Heidi Mennenga’s Team-Based Learning Student Assessment Instrument (TBL-SAI) Subscale Accountability Score Preference for TBL Satisfaction with TBLTotal Score Range 8-4016-809-4533-165 Neutral 24482799 MPharm33.257.636.5127.2

25.  Employability Skills ◦ Collaborative ◦ Communication ◦ Critical thinkers ◦ Independent learners ◦ Confidence

26.  Benefits ◦ Attendance ◦ Engagement ◦ Peer Learning ◦ Peer Support ◦ Improved satisfaction ◦ Improved results ◦ Fun

27.  Help and support invaluable  Staff Development ◦ Preparation time ◦ Peer review ◦ Writing effective application exercises that are authentic and challenging  Taster sessions at interview

30.  TBL Event ◦ Masterclass with Larry Michaelsen ◦ Oral Presentations from Dundee (Medicine), Plymouth (Nursing) and Bradford (Pharmacy) ◦ Tuesday 10 th June 2014 ◦ University of Bradford ◦ Flyers  Further staff Development?  TBLC accredited Consultant-Trainer

31.  References and Further Resources ◦ TBLC  www.teambasedlearning.org  http://www.utexas.edu/acad emic/ctl/largeclasses/#tbl http://www.utexas.edu/acad emic/ctl/largeclasses/#tbl  Listserv