1. Best Practices in Active Learning “Team Based Learning (TBL)” Ilene Harris, PhD

2. Agenda Overview : Context Demonstration: TBL Activity to Develop Knowledge and Skills in TBL “Prior reading”: Basis for selection? In groups: IRAT and GRAT Construct groups: Based on balancing resources: Knowledge about TBL Individuals complete IRAT (Individual Readiness Assurance Test) Groups complete GRAT (Group Readiness Assurance Test) Report IRAT and GRAT scores Appeals process Feedback: Discuss IRAT/GRAT item options In group: Application Exercises Debriefing: TBL - What have we learned?

3. Curriculum Design: Plan and Implementation Needs Assessment: General and Targeted Competencies Goals and Objectives Knowledge Skills Attitudes Teaching/Learning Experiences Lectures, with Active Learning Methods, e.g., Audience Response Systems Team-based Learning (TBL) Problem-based Learning Case-based Learning Small group discussions Reading/journal club Patient care with supervision Role modeling and mentoring Etc Performance: Students/Program Assessment: Of students Evaluation: Of the education program Assessment: Of teaching

4. TBL Overview Method of instruction for achieving student applied knowledge/competence, through – Primary learning objectives: Application of concepts Cohesive Learning Groups: Constituted to maximize diversity within groups and “equal "distribution of resources Teacher role: Design/manage instruction Student role: Read independently & work collaboratively in groups Assignments: Promote learning & team development, by requiring group interaction Feedback: Frequent/timely Accountability: Assessment/grading supports learning in groups – through accountability for quality of individual and group work; preparation; attendance; contribution to group effort

5. PBL Demonstration Form groups/teams Read reading? Experience with TBL? Assigned Reading: Michaelson & Sweet, 2008 Readiness Assurance Process (RAP) Take Individual Readiness Assurance Test (IRAT ) Put aside/score – 5 points/correct answer Groups take same RAT; reach consensus on answers Score; discuss incorrect answers; try again; get partial credit Correct 1st try – 5 points; Correct 2 nd try - 4; Correct 3 rd try – 3 Appeal process Feedback Application Exercises

6. Design of PBL Units Before Course Formulate application-based instructional objectives, e.g., Students will be able to design a PBL unit Design instruction Select reading materials Design Readiness Assurance Tests (RATs) of knowledge Design application exercises

7. First Day Introduce students to PBL Form groups Alleviate student concern about grades Set mechanisms to encourage development of positive group norms,e.g., records of attendance, individual and group scores

8. First Day: Introduce PBL Communicate Rationale How course will be conducted Provide overview Basic features Role of instructors Role of students Benefits Activities Explain: In syllabus, using PP Demonstrate RAT, using short reading

9. First Day: Form Groups Create groups with diverse membership &and balance of resources Relevant characteristics of students, e.g., previous course work, practical experience, access to perspectives Diminish potential for emergence of subgroups Form groups during class

10. First Day Alleviate concern about grades Grading system creates individual accountability for Pre-class preparation Class attendance Devoting time/energy for group assignments Because – grading system includes Individual grades on RATs Group grades on RATs and application exercises Basing part of grade on peer evaluation Team application assignments Done in class Based on thinking, discussing, deciding Unlikely that less motivated team-mates put group at risk Involve students in setting grade weights

11. Each Unit Readiness Assurance Process (RAP) Assigned Readings: Read independently ahead of time Readiness Assurance Process : MCQs to assess understanding of key concepts; difficult enough to stimulate team discussion IRAT: Turn in answers/score during team test TRAT/GRAT: Retake test as team; reach agreement on answers Valuable for learning concepts and team development Immediately score, with Intermediate Feedback Assessment Technique (IF-AT), a self-scoring scratch-off answer sheet to provide timely feedback on GRATs Scoring: 1 st try, full credit; 2 nd try, reduced credit, etc. Appeals Process: Refer to assigned readings to build case; address confusion caused by inadequacy of readings or quality of questions Instructor Focused Feedback

12. Each Unit: Application Exercises 4 S’s Significant: Work on problem, case, question demonstrating usefulness of concept Same Problem: Feedback and common frame of reference Specific Choice: Force decision about complex matter, e.g., diagnosis Simultaneous Report: Stimulates discussion

13. Near End of Course Reinforce content learning: Review key concepts Learn about value of teams Show evidence: Teams typically outperform best member Recognize effective team interaction Reflection about member changes over time, actions that make a difference, barriers and means to overcome Learning about themselves: How they interact with others

14. Benefits Students Mastery of course content, with depth of understanding Develop appreciation of value of teams for solving complex problems Gain insights into strengths/weaknesses as learners/team members Benefits at-risk students by social support/ peer tutoring Administrators Cost effective Faculty Student energy/enthusiasm Student preparation and attendance Like working with colleagues More rewarding relationships with students

15. PBL Demonstration Form groups/teams Read reading? Experience with TBL? Assigned Reading: Michaelson & Sweet, 2008 Readiness Assurance Process (RAP) Take Individual Readiness Assurance Test (IRAT ) Put aside/score – 5 points/correct answer Groups take same RAT; reach consensus on answers Score; discuss incorrect answers; try again; get partial credit Correct 1st try – 5 points; Correct 2 nd try - 4; Correct 3 rd try – 3 Appeal process Feedback Application Exercises

16. Agenda Overview : Context Demonstration: TBL Activity to Develop Knowledge and Skills in TBL “Prior reading”: Basis for selection? In groups: IRAT and GRAT Construct groups: Based on balancing resources: Knowledge about TBL Individuals complete IRAT (Individual Readiness Assurance Test) Groups complete GRAT (Group Readiness Assurance Test) Report IRAT and GRAT scores Appeals process Feedback: Discuss IRAT/GRAT item options In group: Application Exercises Debriefing: TBL - What have we learned?