TEAM BASED LEARNING TBL

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TEAM BASED LEARNING TBL
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WHAT IS TBL

• Strategy for learning content
• Strategy for content application

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WHY TBL

• Enhance student learning
• Promote student involvement
• Foster team building

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Essential Principles of TBL

• Teams must be properly formed and managed
• Students must be made accountable
• Team assignments must promote both learning and
  team development
• Students must receive frequent and immediate
  feedback

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FORMING TEAMS (GROUPS)

• Minimize barriers to cohesiveness
• Distribute member resources
• Within Diverse
• Between Evenly matched
• Permanent
• Fairly large (5-7 members)
• Formed by instructor

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Sequence of Learning ActivitiesOut of class
In class

• Reading RAP process
• Homework Group work
• Homework Group work
• Review Group project/exam
• Four to seven learning modules per semester

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RAP Process

• Individual Readiness Assessment Test (RAT)
  Usually true-false or multiple choice covering
  content
• Team Test (RAT) Same as individual
• Appeals
• Corrective instruction

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STUDENTS MUST BE ACCOUNTABLE

• For individual pre-class preparation
• For high-quality team performance
• For contributing to their team

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Grading Components

• Individual performance
• RAT
• Individual exams or papers
• Group performance
• RAT
• Projects or activities or exams
• Peer evaluation

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Assignments promote learning and team development

• Overcome forces that promote social loafing
  (uneven member participation)
• Make assignments to promote group cohesiveness
• Key variables
• Avoid assignments that reduce cohesiveness

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Social Loafing Forces

• Some resist participation
• Some prefer to dominate
• Some believe they lack content knowledge
• Some may not be committed to group success
• Some concerned about being disagreeable or overly
  aggressive
• Task may be completed by one or two members
  working alone
• Task does not require member agreement

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Promote Group CohesivenessAssignment Key
Variables

• High level of individual accountability
• Bring members into close proximity
• Motivate discussion among team members
• Insure immediate, unambiguous and meaningful
  feedback
• Provide explicit rewards for team performance

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Individual Accountability

• Advance preparation (RAT individual)
• Each member contributes (RAT group)
• These promote learning and
• Bring shy students into discussion
• Tones down dominant members they start to listen

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Proximity of members

• Use in class assignments
• Avoid assignments that can be completed outside
  of class by members working individually
• Promotes team development

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Motivate Discussion

• Make assignments that require a concrete decision
  that is based on analysis of a complex issue
• The shorter the answer the better
• Promotes content learning
• Reinforces aspects of group interaction
• Other members input is important
• Accomplish more working together than each can on
  their own

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Provide Meaningful Feedback

• Powerful
• Compare to other groups
• Motivates groups to be the best
• Must defend groups choice against challenges
• The more immediate the feedback the better

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Reward Group Success

• Must count for the grade
• Love of learning is generally not a sufficient
  motivator
• Without reward for group success, members see
  themselves as only competing with other members

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Feedback

• The quicker the better
• Other group members
• Other groups
• Instructor

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Effective Group Activities

• Employ the 3 S approach
• Same assignment
• Specific choice
• Simultaneous reporting

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Effective Group Activities

• Prior to group discussion
• Are group members working on the same assignment
  and required to make a specific choice,
  individually and in writing?

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Effective Group Activities

• During discussions within groups
• Are groups required to share members individual
  choices and agree on a specific choice?
• Will the discussion focus on Why/How
• Will the groups choice(s) be represented in a
  form that enables immediate and direct
  comparisons with other groups?

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Effective Group Activities

• During discussions between groups
• Are group decisions reported simultaneously?
• Do group reports focus attention on absolutely
  key issues?
• Are groups given the opportunity to digest and
  reflect on the entire set of reports before
  total class discussion begins?
• Will the discussion focus on Why/How?