An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
4. What is TBL?
•A special form of collaborative learning using a
specific sequence of individual work, group work
and immediate feedback to create a motivational
framework in which students increasingly hold
Larry
each other accountable for coming to class Michealsen
prepared and contributing to discussion It was a term first
popularized by Larry
•Focus on using content to solve problems
Michaelsen, the central
•Has two distinct usages: figure in the development of
the TBL method while at
oIn academic environment
University of Oklahoma, to
oIn workplace describe an educational
strategy that he developed
for use in academic settings
5. 1. Permanent and instructor-assigned groups
• Permanent (term-long)
• Instructor-assigned groups
• 5 to 7 students
• Diverse skill sets and backgrounds
• Make the selection process transparent
6. 1. Permanent and instructor-assigned groups
• Permanent (term-long)
• Instructor-assigned groups
• 5 to 7 students
• Diverse skill sets and backgrounds
• Make the selection process transparent
7. 1. Permanent and instructor-assigned groups
• Permanent (term-long)
• Instructor-assigned groups
• 5 to 7 students
• Diverse skill sets and backgrounds
• Make the selection process transparent
12. 2. Readiness Assurance Process (RAP)
•Pre-reading for unit (outside of the class)
• Individual readiness assurance test (iRAT: short multiple choice questions)
•Team test with immediate feedback
•Written appeals (Questions and Reading)
•Mini-lecturer
13. 2. Readiness Assurance Process (RAP)
•Pre-reading for unit (outside of the class)
• Individual readiness assurance test (iRAT: short multiple choice questions)
•Team test with immediate feedback
•Written appeals (Questions and Reading)
•Mini-lecturer
14. 2. Readiness Assurance Process (RAP)
•Pre-reading for unit (outside of the class)
• Individual readiness assurance test (iRAT: short multiple choice questions)
•Team test with immediate feedback
•Written appeals (Questions and Reading)
•Mini-lecturer
Declare Ambiguity Declare Ambiguity in
in Question Readings
Describe source of Describe reason of
ambiguity disagreement
Provide alternative Provide supporting page
wording for question reference and qute
15. 2. Readiness Assurance Process (RAP)
•Pre-reading for unit (outside of the class)
• Individual readiness assurance test (iRAT: short multiple choice questions)
•Team test with immediate feedback
•Written appeals (Questions and Reading)
•Mini-lecturer
16. 2. Readiness Assurance Process (RAP)
•Pre-reading for unit (outside of the class)
• Individual readiness assurance test (iRAT: short multiple choice questions)
•Team test with immediate feedback
•Written appeals (Questions and Reading)
•Mini-lecturer
17. IF-AT
On the way to a restaurant for dinner:
Were there not differences in knowledge
between those students who guessed and
those who were able to narrow their choices?
We also remembered how frustrating it was to Mike Epstein
take a test and never see precisely where we
were right or wrong!
•Immediate Feedback Assessment Technique
•Transforms traditional multiple-choice testing into
an interactive learning opportunity
•1,000 across the U.S., Canada and over twelve
Beth Epstein
other countries
26. Application Activities
• Students must take decision to solve discipline based problems. E.g. Case
studies, realistic data , …
• 4 S’s:
•Significant problem
•Same problem
Typical TBL Module
•Specific choice
•Simultaneous report
Readiness
Application Activities
Assurance – 1 to
– 2 to 2 hours
1:15 hours
27. Application Activities
• Students must take decision to solve discipline based problems. E.g. Case
studies, realistic data , …
• 4 S’s:
•Significant problem
•Same problem
•Specific choice
•Simultaneous report
28. Student Peer Evaluations
• Keep students accountable to their teammates
• Mid-course and/or End of course
• There are a variety of methods: Fink, Michaelsen, Koles, etc
29. Student Peer Evaluations
• Keep students accountable to their teammates
• Mid-course and/or End of course
• There are a variety of methods: Fink, Michaelsen, Koles, etc
30. Student Peer Evaluations
• Keep students accountable to their teammates
• Mid-course and/or End of course
• There are a variety of methods: Fink, Michaelsen, Koles, etc
31. Student Peer Evaluations
• Keep students accountable to their teammates
• Mid-course and/or End of course
• There are a variety of methods: Fink, Michaelsen, Koles, etc
32. Why use TBL?
•Every team scored better than its own best member
•Lowest team is 5 points higher than the highest individual in the
entire class
•It promotes student engagement
•More time is spent critically thinking and less time covering course
content
•Once the students from a team, they can do really great things.
Based on data gathered by Dr. Larry Michaelsen over of a series of
semesters (8 classes, 335 students, 3.5 years)
33. Resources
• Team-Based Learning Collaborative:
http://www.teambasedlearning.org/
• Wikipedia: http://en.wikipedia.org/wiki/Team-based_learning
• Epstein Educational Enterprises:
http://www.epsteineducation.com/home/
• University of California, San Francisco:
http://sitevisit.library.ucsf.edu/2009/09/team-based-learning.html