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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. The instructor is at least as

committed to developing students’ ability to apply content as he or she is to covering it.

My Course ObjectivesStudents should: Master course content. Be able to apply course

content. Develop interpersonal and

group interaction skills. Become life-long learners. Enjoy the course.

Traditional Teaching vs. TBL Strategy for

Developing Concept Mastery:

Lecture/Discussion

Individual study (pre-class or post-class?)

Individual study (PRE-class)

Readiness Assurance Process

Traditional Teaching Team-Based Learning

Team-Based Learning™ 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 time 70%-80% of class time

Application of Course Concepts

Development of Students’Critical Thinking Skills

Team-Based Learning™• Instructional Activity Sequence (for each unit)

Readiness Assurance Process Ensures:– Effective and efficient content coverage.– Development of real teams and team interaction skills.– An experience-based insight about the value of diverse

input.– Development of students’ self-study & life-long learning

skills.– Class time to develop students’ application/critical

thinking skills.

Preparation(Pre-class)

Readiness Assurance

Diagnosis-Feedback1 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

Traditional Teaching vs. TBL Strategy for

Developing Concept Application Skills:

Class discussion?

Individual papers and/or projects

Group papers and/or projects (outside of class)

IN-CLASS Team Work

Specific choice tasks– to create discussion:– Within teams– Between teams– With/from instructor

(to confirm/challenge & add to points made by students)

Traditional Teaching Team-Based Learning

Traditional Teaching vs. TBL Strategy for

Developing Interpersonal and Team Skills:

“Sink or Swim” at best.

Mostly individual (not group) work–done by “divide & conquer”

Promotes negative attitudes about group work (especially with top students.)

In-class, decision-based tasks which promote discussion & provide immediate feedback to:– Ensure individual &

team accountability.

– Develop real teams.

– Enhance students’ teamwork skills.

Traditional Teaching Team-Based Learning

Traditional Teaching vs. TBL Strategy for

Developing Life-Long Learners:

Counterproductive (lectures promote dependence on instructor.)

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 Teaching Team-Based Learning

The Readiness Assurance Process

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Mark both test & answer sheet (4 points per line)

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Timing:

Mark both test & answer sheet (4 points per line)

If you finish early:• Read the instructions for the:

team test appeals• Collect the answer sheets

and put them in the team folder.

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Timing:

Mark both test & answer sheet (4 points per line)

Don’t forget – every member should record

the team score on every question.

Readiness Assurance Test Activity Sequence

Test*Individual

Test**Team Appeals*** Discussion

Questions/

Timing:

Mark both test & answer sheet (4 points per line)

Questions about the Readiness

Assurance Process?www.teambasedlearning.

org

Gain (or loss) based on comparing the score of each team to the score

of its own BEST member.

Spring 2013

(10 teams)

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

member.

Spring 2013

(10 teams)

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

member.

Spring 2013

(10 teams)

Having only one individual score higher than the lowest team in an entire class is:1. An unusually low number2. About normal3. More than normal—the

lowest team score is usually higher than the best individual score.

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

member.

Fall 2012(15 teams)

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

member.

Spring 2012

(15 teams)

IBE at UCM (91/2 years): 1063 students in 165

teams. 22 individuals higher than

the lowest of 165 teams (2%).

Only 3 (of 19) classes had any individual score higher than the lowest team in the class.

Since 1986 — 6,555 students in 1,182 teams: 1,181 teams scored

higher than their own BEST member (99.9+% of teams).

1 individual outscored his team (<.1% of teams).

Top students are treated unfairly if their grades are heavily influenced by group work.

True or False:

False!!!

Keys to Designing Effective Group

Assignments

Effective Team Assignments

Maximum learning occurs when assignments at each stage are characterized by ”4 S’s": Significant Problem. Problem involves issues

that are significant to students. Same Problem. Individuals/groups are working

on the same problem, case or question. Specific Choice. Individuals/groups are required

to use course concepts to make a specific choice. Simultaneous Report. Individuals/groups report

their choices simultaneously.

Violating/omitting _____ would have the LEAST negative impact on the effectiveness of team assignments?

1. Significant problem2. Same problem3. Specific choice4. Simultaneous report

Using class time for group work limits content coverage.

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:– Spend time resolving conflicts in

groups.– Teach students how to work in groups.

Problems with Learning Groups?

Problems GUARANTEED if: Individuals not accountable for

being prepared for group work. Groups create the deliverables to be

graded outside of the class.. The form of the deliverables:

– Requires students to create complex and professional-looking “products.”

– Prevents students from receiving timely and unequivocal feedback on the thinking that went into their creation.

Requiring lengthy documents (or group presentations) is at the heart of most of the really bad problems because: The sensible approach is to divide-up

the task of creating the final “product.” (Thus, it won’t actually be a group assignment).

Better students are forced to choose between doing more than their fair share of the work or facing the very real risk getting a bad grade.

Using class time for group work limits content coverage.

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:– Spend time resolving conflicts in groups.– Teach students how to work in groups.

Problems with Learning Groups?

Problems AVOIDABLE by: Individual accountability for PRE-class

preparation for group work (Readiness Assurance Process).

Groups create the final product to be graded during class time.

Using 4 S’s group assignments:– Significant Problem. Problem involves issues

that are significant to students. – Same Problem. Individuals/groups work on the

same problem, case or question.– Specific Choice. Individuals/groups must use

course concepts to make a specific choice.– Simultaneous Report. Individuals/groups

report their choices simultaneously.

Questions?www.teambasedlearning.

org

Example Application: Muscle PhysiologyThe two finalists in the world arm-wrestling championships at Petaluma, California, are well-matched. Upper body muscle mass, insensitivity to pain, motivation, and experience are identical between the two. Vito, a Las Vegas bookie, slips you the results of each competitor’s physical exam and ‘asks’ you to predict the winner. What is most likely to determine the eventual winner?A. Maximum cardiac outputB. Mitochondrial content of the exercising musclesC. Muscle glycogen contentD. Oxygen carrying capacity of the bloodE. Phosphocreatine levels in the muscles