TeamBased Learning

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Team-Based Learning Faculty of Applied
Science University of British Columbia
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Teaching Students
How to Use Course Concepts
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ReadinessAssuranceProcess
Testing
In-Class Team Application Exercises
???
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ReadinessAssuranceProcess
Testing
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In-Class Team Application Exercises
???
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Readiness Assurance Process

• Readings
• Individual test
• Team test
• Appeals
• Instructor feedback

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Individual Test
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Team Test
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Appeals Process
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Readiness Assurance Process

• Readings
• Individual test
• Team test
• Appeals
• Instructor feedback

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• In past 20 years, over 99.95 of the teams have
  outperformed their best member by an average of
  nearly 14
• In fact, the worst team typically outperforms the
  best student in the class!

Michaelsen et al, 1989
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4-5 Classes
1 Class
Readiness Assurance
In-Class Team Activities
Pre-Class Prep
Application Orientated Activities and Problems
Individual Test
Team Test
Written Appeal
Mini-Lecture
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Designing In-Class Application Activities

• Significant Problem
• Same Problem
• Specific Choice
• Simultaneous Report

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Application Activities
SimultaneousReporting
Intra-team discussion
Inter-team discussion
In-ClassProblems
Readings and RAP
Individual Homework
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Developing an Activity - Cognitive Skills and
Team Development
Which assignment wording would best promote
higher level cognitive skills and team development
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Remember Developing an Activity - Cognitive
Skills and Team Development

• List the mistakes writers frequently make that
  detract from their efforts to write in an active
  voice.
• a
• Read the following passage and identify clear
  examples of active voice, and passive voice.
• a
• Read the following passage and identify where the
  sentence in which the passive voice is used most
  appropriately.

Wimba Poll
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Written Group Exercise Stages

• Discussion on dividing up the work
• Individuals researching their part of the work
• Discussion after research/before write up
• Creation of finished product to be turned in
• Feedback on the finished products quality
• Which stage has the greatest potential for
  promoting student understanding of the concepts
  related to the project?

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Written Group Exercise Stages

• Discussion on dividing up the work
• Individuals researching their part of the work
• Discussion after research/before write up
• Creation of finished product to be turned in
• Feedback on the finished products quality

Would the learning in stage 3 be greater if the
written part was 1) 1 page 2) 25 pages in
length
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• Can Large Classes Be an Asset?

Helped more than it hurt 49 Helped and hurt
18 Neutral 24 Hurt more than it
helped 7 Hurt a great deal 2
5 TBL classes (n605)
Michaelsen et al, 2002
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4-5 Classes
1 Class
Readiness Assurance
In-Class Team Activities
Pre-Class Prep
Application Orientated Activities and Problems
Individual Test
Team Test
Written Appeal
Mini-Lecture
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• How do you form the teams?
• How big are the teams?
• I teach in a fixed seating, tiered lecture
  theater. Will TBL work?
• Will TBL work in really big classes?
• Can I start slowly?

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Promotes good team behaviours
Students get to see different perspectives
TeamFolders
Scanners and IF-AT forms
Changes use of Class time
High Student Faculty Ratios
New Skill for Faculty Member
Classroom Maps
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http//www.teambased.org http//www.teambasedlearn
ing.org/ http//www.epsteineducation.com/how.php
jim.sibley_at_ubc.ca