1. Poll #1 Is what you will see: A good thing? A good thing? A bad thing? A bad thing? Not sure? Not sure?

3. Poll #1 Was what you saw: A good thing? A good thing? A bad thing? A bad thing? Not sure? Not sure?

4. Problems with Learning Groups Using class time for group work limits content coverage. Using class time for group work limits content coverage. Grading group work results in: Grading group work results in: –Better students doing most of the work. –Less motivated and/or less able students becoming “free-riders.” Using group assignments requires the instructor to: Using group assignments requires the instructor to: –Spend time resolving conflicts in groups. –Teach students how to work in groups.

5. Poll #2 If you use class time for group work, you will not be able to cover as much content as you would with lectures. 1) Strongly disagree 2) Disagree 2) Neither agree nor disagree 4) Agree 5) Strongly agree

6. Poll #3 If a substantial part of a course grade is based on group work, better students will end up “carrying” their less motivated and/or less able peers. 1) Strongly disagree 2) Disagree 2) Neither agree nor disagree 4) Agree 5) Strongly agree

7. Poll #4 Most learning groups will be ineffective unless you teach students how to work in groups. 1) Strongly disagree 2) Disagree 2) Neither agree nor disagree 4) Agree 5) Strongly agree

8. Team-Based Learning (TBL) A comprehensive strategy for using learning groups in a way that: 1. Harnesses the power of Teams. 2. Avoids potential problems. 3. Is effective in any course in which: Content coverage is important. Content coverage is important. The instructor is Serious about developing students ability to apply the content. The instructor is Serious about developing students ability to apply the content.

9. My Course Objectives Students should: Master course content. Master course content. Be able to apply course content. Be able to apply course content. Develop interpersonal and group interaction skills. Develop interpersonal and group interaction skills. Become life-long learners. Become life-long learners. Enjoy the course. Enjoy the course.

10. Traditional Teaching vs. TBL Strategy for Developing Concept Mastery: Lecture/Discussion Lecture/Discussion Individual study (pre-class or post-class?) Individual study (pre-class or post-class?) Individual study (PRE-class) Individual study (PRE-class) Readiness Assurance Process Readiness Assurance Process Traditional TeachingTeam-Based Learning

11. Team-Based Learning™ Instructional Activity Sequence Instructional Activity Sequence (Repeated for each major instructional unit, i.e., 5-7 per course) Preparation (Pre-class) Readiness Assurance Diagnosis-Feedack 1. Individual Study 2. Individual Test 3. Team Test 4. Written Appeals (teams) 5. Instructor Input 20%-30% of class time70%-80% of class time Application of Course Concepts Development of Students’Critical Thinking Skills

13. Team-Based Learning™ Instructional Activity Sequence (for each unit) Readiness Assurance Process Ensures: 1.Effective and efficient content coverage. 2.Development of real teams and team interaction skills. 3.An experience-based insight about the value of diverse input. 4.Development of students’ self-study & life-long learning skills. 5.Class time to develop students’ application/critical thinking skills. Preparation (Pre-class) Readiness Assurance Diagnosis-Feedback 1 hour + or -A few minutes to several hours (Integrative) 1. Individual Study 2. Individual Test 3. Team Test 4. Written Appeals (teams) 5. Instructor Input 6. Application/Critical Thinking-focused Activities & Problems Application of Course Concepts Development of Students’Critical Thinking Skills

14. Traditional Teaching vs. TBL Strategy for Developing Concept Application Skills: Class discussion? Class discussion? Individual papers and/or projects Individual papers and/or projects Group papers and/or projects (outside of class) Group papers and/or projects (outside of class) IN-CLASS Team Work IN-CLASS Team Work Specific choice tasks– to create discussion: Specific choice tasks– to create discussion: –Within teams –Between teams –With/from instructor (to confirm/challenge & add to points made by students) Traditional TeachingTeam-Based Learning

15. Traditional Teaching vs. TBL Strategy for Developing Interpersonal and Team Skills: “Sink or Swim” at best. “Sink or Swim” at best. Mostly individual (not group) work–done by “divide & conquer” Mostly individual (not group) work–done by “divide & conquer” Promotes negative attitudes about group work (especially with top students.) Promotes negative attitudes about group work (especially with top students.) In-class, decision- based tasks which promote discussion & provide immediate feedback to: In-class, decision- based tasks which promote discussion & provide immediate feedback to: –Ensure individual & team accountability. –Develop real teams. –Enhance students’ teamwork skills. Traditional TeachingTeam-Based Learning

16. Traditional Teaching vs. TBL Strategy for Developing Life-Long Learners: Counterproductive (lectures promote dependence on instructor.) Counterproductive (lectures promote dependence on instructor.) Process creates competent and confident learners. They experience learning from: Process creates competent and confident learners. They experience learning from: –Individual study. –Discussion with peers. –Choices/consequences (open book–much like “on the job training” ) Traditional TeachingTeam-Based Learning

17. Top students are held back when they are required to work in a group. Poll #5 True? or False?

18. Gain (or loss) based on comparing the score of each team to the score of its own BEST member.

21. Having the score of the lowest team higher than the highest individual in an entire class is: Highly unusual? Highly unusual? The normal outcome? The normal outcome? Not sure? Not sure?

22. Gain (or loss) based on comparing the score of each team to the score of its ownBEST member.

24. In past 3 1/2 years (8 classes – 335 students in 58 teams) : Individual scores (range = 125-271) Individual scores (range = 125-271) Team scores (range = 274-339) Team scores (range = 274-339)

25. IBE at UCM (5 1/2 years): 516 students in 88 teams. 516 students in 88 teams. 4 individuals higher than the lowest of 88 teams (<1%). 4 individuals higher than the lowest of 88 teams (<1%).

26. Since 1986—6,161 students in 1,115 teams: 1,114 teams scored higher than their own BEST member (99.9+% of teams). 1,114 teams scored higher than their own BEST member (99.9+% of teams). 1 individual outscored his team (<.1% of teams). 1 individual outscored his team (<.1% of teams).

27. Poll #6 If you use group assignments, you frequently end up having to spend time helping groups resolve internal conflicts. 1) Strongly disagree 2) Disagree 2) Neither agree nor disagree 4) Agree 5) Strongly agree

28. Poll #7 What was the primary “product” that was used to determine the grade in the group you picked as having the most negative outcome of any group you know of? a) A group paper b) A group presentation c) Both a paper and a presentation d) Other

29. Questions? www.teambasedlearning.org