Best Practices in Active Learning “Team Based Learning (TBL)”
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Best Practices in Active Learning “Team Based Learning (TBL)” Ilene Harris, PhD
description
Best Practices in Active Learning “Team Based Learning (TBL)”. Ilene Harris, PhD. Agenda. Overview : Context Demonstration : TBL Activity to Develop Knowledge and Skills in TBL “Prior reading”: Basis for selection? In groups: IRAT and GRAT - PowerPoint PPT Presentation
Transcript of Best Practices in Active Learning “Team Based Learning (TBL)”
Best Practices in Active Learning“Team Based Learning (TBL)”
Ilene Harris, PhD
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?
Curriculum Design: Plan and Implementation
Needs Assessment: General and Targeted
CompetenciesGoals 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
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
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 2nd try - 4; Correct 3rd try – 3 Appeal process Feedback
Application Exercises
Design of PBL UnitsBefore Course
Formulate application-based instructional objectives, e.g.,Students will be able to design a PBL unit
Design instructionSelect reading materialsDesign Readiness Assurance Tests
(RATs) of knowledgeDesign application exercises
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
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
First Day: Form Groups
Create groups with diverse membership &and balance of resourcesRelevant characteristics of students, e.g.,
previous course work, practical experience, access to perspectives
Diminish potential for emergence of subgroups
Form groups during class
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
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: 1st try, full credit; 2nd 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
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
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
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
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 2nd try - 4; Correct 3rd try – 3 Appeal process Feedback
Application Exercises
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?
