Team-Based Learning (TBL) - Fall 2020

Team Based Learning (TBL)  Introduction In this session you will explore: What is Team Based Learning (TBL) The difference between TBL and other types of learning Components of TBL Steps of a TBL session Advantages of TBL  De...

Team Based Learning (TBL)  Introduction In this session you will explore: What is Team Based Learning (TBL) The difference between TBL and other types of learning Components of TBL Steps of a TBL session Advantages of TBL  Definition of TBL An evidence-based learning and teaching strategy. An inductive instructional strategy that engages students and improves their knowledge through individual testing and group collaboration. In the TBL classroom, the bulk of class time is spent having student teams solve, report, and discuss solutions to relevant, significant problems. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02287-y Steps of TBL “Mini lecture”  Steps of TBL TBL is designed around units of instruction, known as “modules,” that are taught in a three-step cycle, resulting in a recurring pattern of instruction: 1. Preparation before class 2. In-class readiness assurance testing: Individual Readiness Assurance Test (iRAT) Team Readiness Assurance Test (tRAT) 3. Application-focused activities  The rhythm of TBL A typical TBL course is divided into 5 to 7 modules. Each module has a similar rhythm and extends over one TBL cycle: ✓ Readiness Assurance Process (RAP) that prepares the students for the activities that follow, ✓ Application Activities that often grow in complexity and length as the module progresses.  The rhythm of TBL Module length varies: for each module, the entire cycle may fall in one long session or may spread across multiple sessions. Each module ends with closure and reinforcement.  How TBL Works: Readiness Assurance Process RAP is a 5-stage process: At the beginning of each module, students progress from initial preparation to true readiness to begin problem-solving. 5 stages of Readiness Assurance Process RAP How TBL Works: Readiness Assurance Process 1. Pre-Class Preparation Students are assigned preparatory materials to review before start of each module. ✓ Textbook chapters, articles, videos, or PowerPoint slides. ✓ 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.  How TBL Works: Readiness Assurance Process 2. Individual Readiness Assurance Test (iRAT) To begin the classroom portion of RAP, students complete a 10-20 multiple-choice question (MCQ) test. They first complete the test individually (iRAT), which holds students accountable for acquiring important foundational knowledge from the preparatory materials. Questions are typically written at Bloom’s levels: remembering, understanding and simple applying. How TBL Works: Readiness Assurance Process 3. Team Readiness Assurance Test (tRAT) tRAT is the exact same test as the iRAT. Each team provides a single answer to each MCQ. Members of each team must negotiate which answer to choose, and share the same tRAT score. Teams may use a special type of scoring card (scratch and win style testing). Simultaneous team reporting occurs with holding up of a colored card indicating a particular choice. How TBL Works: Readiness Assurance Process 4. Appeals Instructor circulates around the room and encourages teams to consider creating a written appeal for questions they got incorrect. Students forced back into the reading material where they are still having difficulty. Team researches the “right” answer and may choose to complete the appeals form with their rationale and defense for their alternate answer. Appeal must consist of: ✓ a clear statement of argument ✓ evidence cited from the preparation materials. How TBL Works: Readiness Assurance Process 5. Mini-lecture To conclude the RAP, the instructor focuses a short mini-lecture only on the concepts that are still problematic for the students.  In Class Application Activities After RAP, the bulk of class time is spent with students applying course concepts and solving problems. Will include longer class sessions that build on prior learning. Teams work to develop solutions to significant problems through a series of application exercises. Teams work simultaneously on a problem or task and share their answers. Instructors control discussion between teams, consolidate, summarize and focus learning.  Advantages of TBL Students have reported growing in their creative thinking and oral communication through TBL (Huggins, et. al, 2015) It motivates students by holding them accountable to themselves and one another, while introducing them to a variety of thought processes devoted to a single problem. TBL promotes active learning and team work. TBL is flexible enough to be implemented in classes of varying sizes including large lecture courses. Provision of immediate feedback by facilitators is essential to student learning throughout the TBL classes. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02287-y https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02287-y References and resources https://blogs.sussex.ac.uk/tel/2018/03/06/short-guide-team-based- learning/ https://www.semanticscholar.org/paper/Perceptions-and-Attitudes- of-First-Year-Medical-on- Inuwa/3d928aec419a1b86d8e274ef3226dca87f5a6d12 A practical Guide for Medical Teachers, Fourth edition, 2013. Edited by John Dent and, Ronald Harden, Churchill Livingstone, Elsevier.