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

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

2. What is Team-Based Learning • TBL ≠ small groups • Peer evaluation • Grade weight-setting exercise • RAPs • Team Application Exercises

3. TBL Phases

4. 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!

5. 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.

6. 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

7. 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:

8. Four Key Principles #2: Students must be made accountable for their individual and group work • RAP • Peer assessment • Team products must be graded

9. 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

10. Grade Weight Worksheet • Individual Performance……………____% • iRATs ………...…___% • Final exam..……..___% • Term paper…..…___% • Team Performance………………..____% • tRATs……….……___% • Team Activities.…___% • Peer Evaluation……………………____%

11. Four Key Principles #3: Group assignments must promote both learning and team development • Significant • Same • Specific • Simultaneous

12. Reporting Strategies • Lettered Cards • Whiteboards • Big Post-its Making student thinking visible is the goal

13. Four Key Principles #4: Students must have frequent and timely feedback • Instant grading on tRATs • Instant grading on team projects

14. 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?

15. 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.

16. TBL Phases

17. The RAP • Individual study • Individual multiple-choice test • Team test • Appeals • Instructor mini-lecture

18. 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

19. 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

20. 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

21. 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

22. 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.

23. 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

24. 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)

25. 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

26. Designing Application Exercises Questions 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?

27. 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

28. 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.