Team-based Learning: The Transformative Use of Small Groups in College Teaching Melissa R. Michelson Sept. 17, 2009.

Team-based Learning: The Transformative Use of Small Groups in College

TeachingMelissa R. Michelson

Sept. 17, 2009

What is Team-Based Learning

TBL ≠ small groups Peer evaluation Grade weight-setting exercise RAPs Team Application Exercises

TBL Phases

Advantages of TBL Students are more likely to read Enhanced understanding/application of

course material Interpersonal and team skills Active learning More fun for everyone!

What using TBL means Course goals will shift from memorization to

application of knowledge. Role of teacher will shift from dispenser of

knowledge to manager of student-driven learning.

Role of students will shift from passive learners to active learners and collaborative team members.

Four Key Principles

#1: Groups must be properly formed and managed Team formation process 5-7 members Permanent Responsibility is to team, not professor Mid-quarter “practice” peer evaluation

Practice Peer Evaluation For each team member complete the following

sentences: Something I appreciate about this person is… Something I would like to request of this person is…

Name: __________________ Score: ______

Comments:

Name: __________________ Score: ______

Comments:

Four Key Principles

#2: Students must be made accountable for their individual and group work RAP Peer assessment Team products must be graded

Grade Weight Setting Exercise Each team sets preferred grade weights Each team sends a delegate to the fishbowl Teams can recall delegates if individuals in

two different teams raise their hands Grades are set when delegates reach

unanimous consensus

Grade Weight Worksheet Individual Performance……………____%

iRATs ………...…___% Final exam..……..___% Term paper…..…___%

Team Performance………………..____% tRATs……….……___% Team Activities.…___%

Peer Evaluation……………………____%

Four Key Principles

#3: Group assignments must promote both learning and team development

1. Significant

2. Same

3. Specific

4. Simultaneous

Reporting Strategies Lettered Cards Whiteboards Big Post-its

Making student thinking visible is the goal

Four Key Principles

#4: Students must have frequent and timely feedback Instant grading on tRATs Instant grading on team projects

Implementing TBL

#1: Partitioning the course content Content should be divided into modules

6-8 hours of content What are the major themes of the course?

Implementing TBL

#2: Identifying Course Objectives What do you want students to be able to do with

the knowledge they will acquire in this course? What do you want students to know?

Course objectives should be use to write team activities first, RAPs second.

TBL Phases

The RAP

1. Individual study

2. Individual multiple-choice test

3. Team test

4. Appeals

5. Instructor mini-lecture

Appeals Each team must appeal separately Appeals must be written

Question ambiguity – provide alternative wording Ambiguity in readings – provide specific page

numbers and quotations

iRAT grades will change for members of team that successfully appeals

Example #1: Intro Pol Sci Learning Objective: students should

understand the difference between descriptive and substantive representation, and be able to use this information to make more informed vote choices

Example #1: Intro Pol Sci RAP Question The belief that constituents are most effectively

represented by legislators who are similar to them in key demographic characteristics is called

a. the delegate relationship

b. the trustee relationship

c. descriptive representation

d. demographic representation

Example #1: Intro Pol Sci Team Activity As a voter, is it always best to vote for someone of

your own ethnicity, race, or gender? a. YES, always

b. NO, ethnicity, race and gender should never matter

c. RACE/ETHNICITY matters, but not gender

d. GENDER matters, but not race/ethnicity

Example #2: State & Local Govt. Learning Objective: Understand the

intended and unintended consequences of Progressive-era reforms and develop informed opinions about how they should be amended.

Example #2: State & Local Govt. RAP Question Progressive Reforms to city government aimed at

eliminating machines included

a. making more officials appointed rather than elective

b. moving from district elections to at-large elections

c. eliminating partisan designation from ballots

d. all of the above

Example #2: State & Local Govt. Team Activity Which of these Progressive Era reforms to local

government should be repealed? a. at-large elections

b. non-partisan elections

c. short ballots

(teams can hold up more than one letter/answer)

Wrapping Up At the end of the quarter, remind students

what they have learned Review session for final exam Comparison of individual and team scores

Designing Application ExercisesQuestions to consider when designing TBL learning activities

• What do I want students to be able to do?• What will they need to know to do it?• What do they already know? (So I don’t have

to teach it)• How will I know that they know it?

Your Turn Pick an authentic problem or scenario from

your discipline Identify the issues and facts that students

would have to know and consider Create specific choices that require both

the understanding and application of course concepts

For More Information http://teambasedlearning.apsc.ubc.ca/ http://www.tlcollaborative.org Michaelsen, Larry K., Arletta Bauman Knight and L. Dee

Fink, eds. 2004. Team-based Learning: A Transformative Use of Small Groups in College Teaching.