team based learning win may bev wood. what? instructional strategy based on procedures for...
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Teams are distinct from groups and more powerful 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 teamsTRANSCRIPT
Team Based Learning
Win MayBev Wood
What?
Instructional strategy based on procedures for developing high performance learning teams
Michaelsen, Knight & Fink, 2002
Teams are distinct from groupsand more powerful
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? 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 Special characteristics of teamsteams1. 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 learning1. Groups properly
formed and managed
Minimize barriersMember assetsLarge and diversePermanent
Essential principles of team based learning2. Students must be
made accountablePre class preparationContributingHigh quality
performanceGrading
Essential principles of team based learning3. Team assignments
must promote learning + team development
AppropriateRequire team
interaction
Essential principles of team based learning4. Students must
receive frequent and immediate feedback
Timely (Readiness assessment tests)
Timely on application-focused assignmentsAssignments require the right output from teamsTeams assess and provide own feedback.
How? Students acquire initial exposure to the
content through readings.
Held accountable for their preparation using a Readiness Assurance Process (RAP).
Following the RAP, they collaborate on in-class 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?
RAP occurs at the beginning of each major instructional unit.
It ensures that students have completed pre-class reading assignments and are prepared for in-class team work.
RAP - How? 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: 1. Assigned Readings 2. Individual Testing and Feedback
(Scantron) 3. Team Testing and Feedback (IF-AT
sheets) 4. Discussions and Appeals 5. Mini-lecture/Instructor Feedback
In-class Exercise 3 S’s
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
PreparationPre class
Readiness AssuranceDiagnosis-Feedback
Application of Course content
1Individual study
2Individual test
3Team test
4Written appeals
5Instructor feedback
6 Application orientedactivities
Principles of Active Learning
Individual and group accountability
Need and opportunity for group interaction
Motivation to engage in give-and-take discussion
Paradigm Shifts in TBL1. Primary learning objectives shift from knowing to
using and applying the course concepts.
2. Role and function of the teacher shifts from a ‘sage on the stage’ to a ‘guide on the side’.
3. 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.