Transcript TEAM BASED LEARNING TBL - Oklahoma State University

TEAM BASED LEARNING
TBL
WHAT IS TBL
• Strategy for learning content
• Strategy for content application
WHY TBL
• Enhance student learning
• Promote student involvement
• Foster team building
Essential Principles of TBL
• Teams must be properly formed and
managed
• Students must be made accountable
• Team assignments must promote both
learning and team development
• Students must receive frequent and
immediate feedback
FORMING TEAMS (GROUPS)
– Minimize barriers to cohesiveness
– Distribute member resources
• Within – Diverse
• Between – Evenly matched
– Permanent
– Fairly large (5-7 members)
– Formed by instructor
Sequence of Learning Activities
Out of class
In class
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Reading
Homework
Homework
Review
RAP process
Group work
Group work
Group project/exam
• Four to seven learning modules per
semester
RAP Process
• Individual Readiness Assessment Test
(RAT) – Usually true-false or multiple
choice covering content
• Team Test (RAT) – Same as individual
• Appeals
• Corrective instruction
STUDENTS MUST BE
ACCOUNTABLE
• For individual pre-class preparation
• For high-quality team performance
• For contributing to their team
Grading Components
• Individual performance
– RAT
– Individual exams or papers
• Group performance
– RAT
– Projects or activities or exams
• Peer evaluation
Assignments promote learning and
team development
• Overcome forces that promote “social
loafing” (uneven member participation)
• Make assignments to promote group
cohesiveness
– Key variables
– Avoid assignments that reduce cohesiveness
“Social Loafing” Forces
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Some resist participation
Some prefer to dominate
Some believe they lack content knowledge
Some may not be committed to group
success
• Some concerned about being disagreeable
or overly aggressive
• Task may be completed by one or two
members working alone
• Task does not require member agreement
Promote Group Cohesiveness
Assignment Key Variables
• High level of individual accountability
• Bring members into close proximity
• Motivate discussion among team
members
• Insure immediate, unambiguous and
meaningful feedback
• Provide explicit rewards for team
performance
Individual Accountability
• Advance preparation (RAT – individual)
• Each member contributes (RAT group)
• These promote learning and
– Bring shy students into discussion
– Tones down dominant members; they start to
listen
Proximity of members
• Use in class assignments
• Avoid assignments that can be completed
outside of class by members working
individually
• Promotes team development
Motivate Discussion
• Make assignments that require a concrete
decision that is based on analysis of a
complex issue
• The shorter the answer the better
• Promotes content learning
• Reinforces aspects of group interaction
– Other member’s input is important
– Accomplish more working together than each
can on their own
Provide Meaningful Feedback
• Powerful
– Compare to other groups
• Motivates groups to be the best
• Must defend group’s choice against challenges
• The more immediate the feedback the better
Reward Group Success
• Must count for the grade
• Love of learning is generally not a
sufficient motivator
• Without reward for group success,
members see themselves as only
competing with other members
Feedback
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The quicker the better
Other group members
Other groups
Instructor
Effective Group Activities
• Employ the “3 S” approach
– Same assignment
– Specific choice
– Simultaneous reporting
Effective Group Activities
• Prior to group discussion
– Are group members working on the same
assignment and required to make a specific
choice, individually and in writing?
Effective Group Activities
• During discussions within groups
– Are groups required to share members’
individual choices and agree on a specific
choice?
– Will the discussion focus on Why/How
– Will the group’s choice(s) be represented in a
form that enables immediate and direct
comparisons with other groups?
Effective Group Activities
• During discussions between groups
– Are group decisions reported simultaneously?
– Do group “reports” focus attention on
absolutely key issues?
– Are groups given the opportunity to digest and
reflect on the entire set of “reports” before
total class discussion begins?
– Will the discussion focus on Why/How?