Team-Based Learning: Essential Reading PDF

Introduction to Team-Based Learning It’s like a courtroom jury... TBL is a uniquely powerful form of small group learning. It provides a complete Think of a courtroom jury that sifts through large amounts coherent framewo...

Introduction to Team-Based Learning It’s like a courtroom jury... TBL is a uniquely powerful form of small group learning. It provides a complete Think of a courtroom jury that sifts through large amounts coherent framework for building a of evidence, statements, and transcripts to come up with a flipped course experience. simple decision: guilty or not guilty. Imagine your work on a jury; you rise to state the jury’s verdict, but another person TBL lets you achieve two rises from a different jury team in the same courtroom and states a different verdict. You naturally want to talk to them; important things: you naturally want to ask “why?” This simple comparability between decisions, and the natural tendency to ask the 1. Students come to class prepared question “why” is at the heart of TBL. This “why” motivation by using TBL’s ingenious Readiness provides the instructional fuel to power insightful debates Assurance Process. between student teams. 2. Students learn how to apply the course concepts to solve interesting, authentic, real-world problems using TBL’s 4 S framework. The rhythm of TBL students for the activities that follow, and then moving to Application Activities that often grow in complexity TBL courses have a recurring pattern of instruction that and length as the module progresses. As the module is is typical of many flipped classrooms. Students prepare ending, you provide some closure and reinforcement. before class and then students spend the bulk of Module length varies in different contexts. In some class time solving problems together. TBL gives you a courses an entire cycle is completed in one long straightforward whole course framework to design and session and in other courses the cycle may be spread implement your flipped classroom. across multiple class meetings. A typical TBL course is divided into five to seven As the next module begins, the familiar TBL rhythm modules. Each module has a similar rhythm, opening starts to build: out-of-class preparation, the Readiness with the Readiness Assurance Process that prepares the Assurance Process, followed by Application Activities. Typical TBL Cycle Readiness Assurance Multiple Process Application Activities Readings iRAT tRAT Appeals Mini-lecture How TBL Works Readiness Assurance Preparatory Materials Pre-Readings Initial Preparation Getting Your Students Ready Individual Readiness During this 5 stage process at the beginning of each Assurance Test module, students progress from initial preparation to true readiness to begin problem-solving. Team Readiness Following the Readiness Assurance Process, the bulk of Assurance Test class time is spent with students applying course concepts and solving problems. Appeals Process 1 Pre-Class Preparation Students are assigned preparatory materials to review Mini-lecture True Readiness before start of each module. The preparatory materials can Clarification be textbook chapters, articles, videos, or PowerPoint slides. The preparatory materials should highlight foundational vocabulary and the most important concepts the students need to begin problem solving, but not everything they need to know by module end. 2 Individual Readiness Assurance Test 4 Appeals To begin the classroom portion of the RAP process, During the closing of the team test, the instructor students complete a 15-20 multiple-choice question circulates around the room and encourages teams to test. They first complete the test individually (iRAT), and consider creating a written appeal for questions they then repeat the same exact test with their team (tRAT). got incorrect. This forces students back into the reading The iRAT holds students accountable for acquiring material exactly where they are still having difficulty. The important foundational knowledge from the preparatory team then researches the “right” answer and may choose materials that will prepare them to begin problem-solving. to complete the appeals form with their rationale and The questions are typically written at Bloom’s levels: defense for their alternate answer. The appeal must consist remembering, understanding and simple applying. of (a) a clear statement of argument, and (b) evidence cited from the preparation materials. The instructor collects 3 Team Readiness Assurance Test these forms and considers them after class. The Team Readiness Assurance Process Test (tRAT) is the exact same test as the iRAT. A special type of scoring card 5 Mini-lecture known as an IF-AT should be To conclude the Readiness Assurance Process, the used (scratch and win style instructor focuses a short mini-lecture only on the testing). With IF-AT’s, the Team #3 2 concepts that are still problematic for the students. teams must negotiate which answer to choose, they then 4 2 scratch off an opaque coating 4 In the words of Bob Philpot at South University, “TBL helps over their answer choice, 1 me understand the 10-15% of the course material I really hoping to find a star that need to talk to the students about.” indicates a correct answer. If the team does not discover a star, they continue to discuss the question and sequentially select other choices. The tRATs epsteineducation.com are high energy learning events. In Class Activities 4S Problem-Solving Framework 4S Significant Problem Framework Significant Problems Same Problem Same Specific Choice Problem Simultaneous Report Specific Choice In the TBL classroom, the bulk of class time is spent having student teams solve, report, and discuss solutions to relevant, significant problems. Structuring the problems Simultaneous using TBL’s 4S Framework lets you leverage the power Report of team processing without many of the problems that are inherent in other forms of small-group learning. The structure of the TBL activities gives individuals, and teams, many opportunities to make decisions and get timely feedback on the quality of their thinking and their process teams examine and critique other teams decisions and for arriving at their answer. defend their own. Examples of Specific Choice 1 Significant Problem Which of these is the best example of X? Examples of Significant Problem Most important piece of evidence in support of Y? A historian reconciles conflicting sources. Which statement would the author most agree with? A doctor decides the best course of action. A businessperson picks the best location for a business. 4 Simultaneously Report A writer identifies the most powerful passage or best Simultaneous reporting is most simply accomplished example. with holding up of a coloured card indicating a particular choice. When a team sees that another team has made a You must use a significant, relevant problem that captures different decision, they naturally want to challenge the the interest of students. The quality of the problem other teams’ decision. In the ensuing conversation, the ultimately controls the effectiveness of an application teams challenge each other and defend their own thinking. activity. Problems must require students to use course The reporting requires teams to articulate their thinking to concepts to solve them. other teams – putting their thoughts into words. This helps cognitively with the process of creating enduring, deep 2 Same Problem understanding. The feedback from their peers is immediate and focused on “how did you arrive at your decision” and Teams work on the same problem. This ensures the not “which is the right answer.” comparability of team solutions and this naturally acts as a potent discussion starter. Having students work on the same problem lets you create reporting opportunities for A teams to defend, challenge, discuss, and examine each other’s thinking and problem-solving process. Working on the same problem, ensures that students are interested in what other teams decided. B 3 Specific Choice A Teams select the best choice from a limited list of options. This ensures that teams can easily compare their final decisions to the decisions of other teams. It is this comparability that drives the rich reporting discussion as 4 Essential Elements of TBL Teams must be properly Getting Students Ready formed and managed The magic of the Readiness For more information TBL works best with large, diverse Assurance Process is that it builds on on how to get started. teams. TBL teams should have 5-7 the initial preparation, changing it students. Teams should be created by into true readiness to begin problem- Visit solving. At the simplest level, the RAP www.teambasedlearning.org instructor and uniformly distribute the student assets you feel are is a series of multiple-choice tests. Classroom materials, books, important for team success. Teams First the test is taken individually, and videos, workshop schedules need to be permanent so team then the same test is immediately and more! cohesion has time to build. retaken in teams. Applying course concepts Making students accountable Teachers Say It Works! Use the 4 S problem-solving Making students truly accountable is framework to have students make key. There is individual accountability The enthusiasm and energy of complex decisions and then get rich, from the iRAT, but what is most students. It’s just so much fun! immediate, and specific feedback on motivating is the accountability to the quality of their decisions. The give- teammates during the tRAT’s and Larry Michaelsen and-take discussions that follows after Application Activities. Peer evaluation University of Central Missouri teams publically report their decisions is key to giving the grading scheme is a powerful opportunity deepen enough teeth to motivate students. students understanding. Students excited about learning and faculty falling in love with teaching. The way learning should be. Holly Bender Iowa State University The Literature Says It Works! Students are more engaged Students are so engaged in conversation with each other and Students reported higher level of engagement in TBL courses (Chung et al., 2009; Clark et the task that, literally, they don’t al., 2008; Kelly et al., 2005; Levine et al., 2004). know I am there. My favorite days are when I have to tell them to Increased excitement in the TBL classroom leave. Teachers report increased excitement and engagement in their classrooms (Andersen et Laura Madson al., 2011; Dana, 2007; Jacobson, 2011; Letassy et al.; 2008; Nicoll-Senft, 2009). New Mexico State University Teams outperform best members I think the genius of TBL is that it The worst team typically outperforms the best student. In 20 years of results Michaelsen maximizes the advantages of group (1989) found that 99.95% of teams outperformed their best member by an average of learning while minimizing the 14%. disadvantages. Students perform better on final and standardized exams Brent Maclaine University of Prince Edward Island TBL students outperform non-TBL students on examinations (Grady, 2011; Letassy et al., 2008; Persky, 2012, Zingone et al.; 2011, Koles et al., 2005; Koles et al., 2010; Thomas & Bowen, 2011). A large class can be an asset Michaelsen, Knight, Fink (2002) found that students actually perceived a larger class size as beneficial to their learning with TBL.