1. Team Based Learning Work Session, May 11, 2017
Introductie: Lisa. Why are we here and what will we do?
Work Session, May 11, 2017

2. Programme - Short introduction - Work on course design TBL recap
Designing TBL modules / application assignments
Examples from practice
- Work on course design

3. Team Based Learning recap (1)
Active and student-centered learning strategy
Apply conceptual knowledge and get immediate feedback
Student responsibility
Peer learning
Outcomes-based approach (backwards design)
Also suitable in large classes
*To refresh your memory  recap
activate, student’s learning = central, so as a teacher you respond to …
Not only understand but also apply relevant knowledge on conceptual level.. Where they receive prompt feedback by scratch cards or voting moments
Student’s have to prepare
Working in groups
What do you want that students are able to do? If you have that clear ..
Seems also to work for a large group of students

4. Team Based Learning recap (2)
Preparation
The individual assurance test
The team assurance test
Written appeal
Feedback from you as a teacher
Based on this learning student’s are going to work with application activities to elaborate on the concepts and find out how they can use them.

5. Designing a TBL module Backwards design Bloom’s taxonomy
Learning objectives
Application assignment
Learning objectives: what do I want that student’s are able to?
Application assignment: how can you examine that they get it?
Irat en Trat questions: the knowledge they have to understand to be able to apply this in the later stage of the TBL process.
When you look at bloom’s taxanomy: learning objectives + application assignments you think about the highest level of knowledge and skills that you want students to use. I-rat remember and understand T-rat apply.
I-rat / t-rat questions
(Anderson, L. W., Krathwohl, D. R., 2001)

6. Designing application assignments
Assignments should always be designed around a problem that is:
Significant to students
They should be required to make a specific choice (guilty or not guilty)
All students in class should be working on the same problem (discussion)
The groups should simultaneously report their choices (sequential report has a powerful impact on the subsequent discussion).

7. I-rat / T-rat questions
Not just simple mc-questions
Complex data, complex decisions, simple report
Bloom levels: remembering, understanding, applying
Be clear about assessment conditions
Formative or summative?
Grade or bonus point?
% of final grade?
Write questions in a way that student have to……
- think critically
- choose the best answer
Very important for the student … be clear about the assessment conditions.

8. Example
From: Master course Civil Engineering, Marjolein Dohmen

9. Example Industrial Design, Bachelor 1
iRAT/tRAT question + Test maker

10. Example civil engineering (Robin de Graaf)
Appeal form + iRAT/tRAT question

11. Example health discipline
The patient cannot afford to pay for a recommended treatment.
Subjects: Cost of care, Shared decision making
Recently Homer has not been feeling himself. He has episodes of light headedness and feels sluggish. Marge is concerned about his health and takes him to see Dr. Abby Lockhart, his primary care physician. She finds out that Homer has hypertension and gives him a prescription for a new anti-hypertensive medication, an Angiotensin Receptor Blocker (ARB).
This treatment has been proven effective for the management of hypertension. Homer’s HMO will require a large co-pay for this medication since it is not available as a generic formulation, for which co-pays are lower. Homer takes the prescription from Dr. Lockhart, but because of the large co-pay, he doesn’t get it filled. One month later, his blood pressure is extremely high and he feels more light headed and has occasional episodes of chest pain. What would be the best way for Dr. Lockhart to help Homer with his hypertension treatment and his health insurance coverage?
A. Homer should relax more by self-medicating with alcohol (at Moe’s), which will lower his blood pressure.
B. Homer should be told that he should find the money for the extra co-pay so that he can take the prescribed medication, as it is the best for his hypertension. After all, Dr. Lockhart realizes that if Homer were to stop drinking (going to Moe’s) and use the money he saves, it would more than cover the extra co-pay for the medications.
C. Homer should be told that he could avoid having to go on the medication and be counseled to modify his lifestyle by losing weight, decreasing his salt intake, and exercising more. All of these have been proven to lower blood pressure.
D. Homer should be put on a cheaper generic medication from another class of drugs, even though in the opinion of Dr. Lockhart (based on her reading of the literature and on the advice of the drug representative for the company making the ARB), the generic drug is not anywhere nearly as good.
E. Homer should take some herbal medications (to lower his blood pressure) that were prescribed by a local Ayurvedic Medicine practitioner recommended to him by his good friend Apu.

12. More information
Team Based Learning Collaborative: Contact Lisa for access to module materials
Plan an individual appointment with a CELT team member:
Possibility for visit to AMC and see TBL in practice