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Welcome to the Team-Based Learning Academy (TBLA)

Welcome to the Team-Based Learning Academy (TBLA). In-Class Writing Assessment. Why are you interested in using Team-Based Learning? What appealed to you to join the TBLA? Your responses are anonymous, so don’t write your names will help us with the next TBL cohort

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Welcome to the Team-Based Learning Academy (TBLA)

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  1. Welcome to the Team-Based Learning Academy (TBLA)

  2. In-Class Writing Assessment • Why are you interested in using Team-Based Learning? • What appealed to you to join the TBLA? • Your responses • are anonymous, so don’t write your names • will help us with the next TBL cohort • will provide insight into faculty use of TBL

  3. What is TBL? • Video Team-Based Learning: Group Work that Works • (http://www.utexas.edu/academic/ctl/largeclasses/#tbl)

  4. Readiness Assurance Process(1 to 1.5 hours) • The Readiness Assurance Process occurs at the beginning of each major instructional unit • Individual Readiness Assurance Test (iRAT) • Team Readiness Assurance Test (tRAT) • Appeals

  5. Individual Readiness Assurance Test (iRAT) • 10-15 minutes; take test individually • Each question is worth 4 points • If you are unsure of an answer, split up your answer (e.g. 3pts on A and 1pt on B; or 2pts on A and 2pts on B; or 1pt on A, B, C, D, etc.)

  6. Team Readiness Assurance Test (tRAT) • Teams spend about 20-30 minutes on the same test as the iRAT • Use scratch-off cards, IF-AT sheets, to find the correct answer • If your team gets the answer on the 1st scratch, award your team 4 points. • If your team gets the answer on the 2nd scratch, award your team 2 points. • If your team gets the answer on the 3rd scratch, award your team 1 point.

  7. Appeals • Students can submit appeals for answers they got wrong on their tRATS due to: • vague, poorly worded, or ambiguous questions • ambiguity in the reading or material • They must construct an argument to support their appeal: • describe source of ambiguity and supply alternative wording for the question • explain why they disagree with reading and provide page and quote or reference

  8. Appeals (cont’d) • It is up to the instructor whether to grant the appeal: • Can only be granted to team that appeals • If granted, points added to tRAT as well as to iRAT of anyone in the team who had the same answer as the team • Anyone who had the original correct answer keeps their credit on their iRAT • Appeals can only help; cannot hurt

  9. Post-RAT Mini-Lecture • After tRAT and appeals instructor clarifies any remaining issues or problem areas that RAT has identified or anything instructor wants to emphasize or expand on • This lets instructor concentrate on what the students don’t know rather than on what they already know

  10. Application Exercises(2 to 5 class periods) • Application exercises are in-class activities that encourage teams to use content knowledge from the RAP to solve and discuss relevant, significant problems. • Application exercises may have 1 correct answer or several possible answers. • Teams must explain their answers and provide support.

  11. Successful Application Exercise • 4 S’s • Significant Problem • Same Problem • Specific-Choice • Simultaneous Report

  12. Peer Evaluation • Accountability • Students evaluate their team members • Team grades are weighted according to peer evaluation • Contributions of individual members of team acknowledged for better and for worse

  13. Resources • TBLA at BC: http://bctbl.edublogs.org/ • Team-Based Learning Collaborative Site: http://www.teambasedlearning.org/ • University of South Australia, School of Management: http://w3.unisa.edu.au/cde/ieec2011/ • GRumbler-Excel program to form teams: http://www.hks.harvard.edu/fs/msparrow/GRumbler--main.html

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