Transcript Team Based Learning

Team Based Learning
Win May
Bev Wood
What?
Instructional strategy based on
procedures for developing high
performance learning teams
Michaelsen, Knight & Fink, 2002
Teams are distinct from groups
and more powerful
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A group is not a team
Commitment to the goals and welfare of
the group = a team
Cohesive teams can do things that an
individual or a new group cannot
Team-based learning starts with groups
and creates teams
Why?
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Enhances problem-solving skills
Replaces or reduces lecture time
Creates energy in the classroom
Promotes team work
Ensures that students are prepared and on
time to class
Team learning nurtures the development of high
levels of group cohesiveness
Special characteristics of
teams
1.
High level of commitment to the group
2.
High level of trust among members
3.
Long term instruction with a series of
independent learning activities
Essential principles of team
based learning
1. Groups properly
formed and
managed
Minimize barriers
Member assets
Large and diverse
Permanent
Essential principles of team
based learning
2. Students must be
made accountable
Pre class preparation
Contributing
High quality
performance
Grading
Essential principles of team
based learning
3. Team assignments
must promote
learning + team
development
Appropriate
Require team
interaction
Essential principles of team
based learning
4. Students must
receive frequent and
immediate feedback
Timely (Readiness
assessment tests)
Timely on applicationfocused assignments
Assignments require the right
output from teams
Teams assess and provide own
feedback.
How?
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Students acquire initial exposure to the
content through readings.
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Held accountable for their preparation using a
Readiness Assurance Process (RAP).
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Following the RAP, they collaborate on inclass application assignments.
Instructional Sequence in TBL
3 Phases:
1.
Reading Preparation (pre-class)
2.
Readiness Assurance Process
3.
In-class Application Exercises
What is RAP?
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RAP occurs at the beginning of each major
instructional unit.
It ensures that students have completed preclass reading assignments and are prepared
for in-class team work.
RAP - How?
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The process consists of a multiple choice test (15-20
questions) on key concepts from the readings.
It is first taken individually and then immediately re-taken
as a team.
RAP typically consists of five elements:
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Assigned Readings
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2.
Individual Testing and Feedback (Scantron)
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3.
Team Testing and Feedback (IF-AT sheets)
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4.
Discussions and Appeals
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5.
Mini-lecture/Instructor Feedback
In-class Exercise
3 S’s
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Same Problem. Groups work on the same problem,
case or question.
Specific Choice. Groups must know and use course
concepts to make a specific choice.
Simultaneous Report. Groups report their choices
simultaneously.
This stimulates an energetic total-class discussion with
groups defending their answers and the teacher helping
to consolidate learning.
Instructional Activity Sequence
Preparation
Pre class
1
Individual study
Readiness Assurance
Diagnosis-Feedback
Application of Course content
5
6 Application oriented
4 Instructor feedback
activities
Written
appeals
3
Team test
2
Individual test
Principles of Active Learning
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Individual and group accountability
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Need and opportunity for group interaction
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Motivation to engage in give-and-take
discussion
Paradigm Shifts in TBL
1.
2.
3.
Primary learning objectives shift from knowing to
using and applying the course concepts.
Role and function of the teacher shifts from a ‘sage
on the stage’ to a ‘guide on the side’.
Role and function of students shifts from being
passive recipients of information to being active
acquirers of information and applying the
information in a variety of contexts and to a variety
of problems.