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Team-Based Learning

Team-Based Learning. Walt Wager. Michaelsen, Larry K. Knight, Arletta B. Fink. L. Dee Stylus Pub. 2004. Learning outcomes. Describe the RAP procedure and why it works Describe other considerations with regard to TBL Choose to learn more about team based learning techniques

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Team-Based Learning

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  1. Team-Based Learning Walt Wager

  2. Michaelsen, Larry K. • Knight, Arletta B. • Fink. L. Dee • Stylus Pub. 2004

  3. Learning outcomes • Describe the RAP procedure and why it works • Describe other considerations with regard to TBL • Choose to learn more about team based learning techniques • Choose to try it in your course

  4. Different from typical small group activities because it transforms • Small groups into teams • A technique into a strategy • The quality of student learning • (Restores) the joy of teaching

  5. Assumptions • Course contains a significant body of information the students need to understand, and • The students need to apply or use this information in some meaningful way (solving problems, answering questions, resolving issues, developing new knowledge)

  6. A typical sequence • Reading assignment (or other learning activity) • Individual RAT • Team RAT • Team Appeals • Team critical thinking exercise(s) • Presentations and discussions • Debrief

  7. Appeals (Group only) • Appeals are granted when you can demonstrate that you understood the concept but: • 1) the question was ambiguous • 2) the reading materials were inadequate, or you disagree with my answer. • If successful, points missed will be added to group and individual scores for that item.

  8. Important considerations • Team size 5-7 • Heterogeneous teams (assigned) • Teams must be able to have eye contact and hear one-another

  9. Sequence of learning activities Three phases Preparation Application Assessment Indiv. RAT Group RAT Appeals Instruction Group work Group work Team project or exam In class Out of class Reading homework homework review Covers a 2-3 week block of time One major Topic or Unit of the course

  10. Recommendations • Groups work together in class • They stay together the whole term • Size 5-7 students • No assigned roles • Grade group work • Insure prompt feedback on individual and group performance • Use peer assessment

  11. Large classes • Require a plan for distributing and collecting work – 1 folder per group • Distribute diversity among groups (line technique – who came from outside the state line up by distance from the school, majors in the subject area, others • Suggest at least 75 min periods.

  12. Course redesign steps • Partition course content into 5 or 6 macro units (typically 2 -4 chapters of the course text. + readings). • Develop the instructional goals and objectives • Develop RATS and application exercises • Design a grading system with students determining the weights for various components (within limits)

  13. Effective assignments • High individual accountability • Members in close proximity • Tasks require interaction – can’t be divided up • External comparison/ feedback • Rewards for group work (as opposed to individual effort)

  14. The three S’s • Same problem • Specific choices requiring the use of course concepts • Simultaneous reporting

  15. Grades • Grade setting follows a practice RAT • Teams discuss (10 minutes) percentage assigned to each of the major areas (at least 10% to each area). • Individual performance (min 10%) • Distribution within individual performance • RATS (max 50% of individual performance) • Final Exam. • Group Performance (min 10%) • Peer evaluation (min 10%) • Team rep. meets in fishbowl with other team reps to decide percentages.

  16. Peer Evaluation • Assign an average of ten points to the other members of your group. • Differentiate some in your ratings (at least one score of 11 or higher, and one score of 9 or lower. • Reasons for highest and lowest rating(s).

  17. Leamnson, Robert (1999). Thinking about Teaching and Learning Stylus, Pub.

  18. L. Dee Fink (2003). • Jossey-Bass

  19. http://mailer.fsu.edu/~wwager/tbl/tbl.htm

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