1. Team Based Learning

2. The primary objective
The objective in TBL is to go beyond simply “covering” content and focus on ensuring that students have the opportunity to practice using course concepts to solve problems.

3. The process

4. Getting started on the right foot
Objective 1: Ensure that students understand why you have decided to use TBL and what that means about how the class will be conducted
Objective 2: Form groups
Objective 3: Alleviate students’ concerns about the grading system
Objective 4: Encourage positive group norms

5. The basics
1. Group work is central to both exposing students to and enhancing their ability to apply the course content.
2. The vast majority of the class time is used for group work.
3. Courses taught with TBL typically involve multiple group assignments that are designed to both improve learning and promote the development of self-managed learning teams.

6. Forming groups Groups are typically organized into 5-7 people.
Groups should be as diverse as possible.
Consider current skills sets, study habits, personalities, perspectives.
Teams can create a team name.
Teams can also share contact information to increase accountability.

7. Taking the individual/GROUP quiz
IF-AT TESTMAKER -Students take individual quizzes (i-RAT) (to time or not to time?) -Once completed, they are put in the team folder. -Students are given a “fresh” copy and then take the quiz in a group format. (t-RAT) -Groups may then complete an “appeal” if they wish to. Demonstration

8. appeals
During the closing of the team test, the instructor circulates around the room and encourages teams to appeal questions they got incorrect. This forces students back into the reading material exactly where they are having difficulty. The team then researches the “right” answer and may choose to complete the appeals form with their rationale and defense for their answer. The instructor collects these forms and considers them after class.

9. Mini-lecture
The instructor reviews the item analysis from the group tests and focuses a short mini-lecture on the concepts that are most problematic for the students. In the words of Bob Philpot at South University, “TBL helps me understand the 10-15% of the course material, I really need to talk to the students about.” The bulk of class time is spent with students working in teams applying course concepts and solving problems.

10. Problem-solving/in class activities
EXAMPLES
Voting cards or mini white-boards
Construct an argument
Gallery Walk – Teams review the work of others

11. Significant problem
You have asked your students to complete peer reviews of their classmate’s oral presentations. The peer reviews will count for ten percent of the individual’s presentation grade. However, the students in the class continually evaluate their peers highly and fail to provide critical feedback. This leaves the presenter with very little feedback for improvement on future presentations.