Integrating Team-based Learning & PBL

1. Integrating Team-based Learning & PBL Mark A. Serva, Ph.D. University of Delaware

2. Team-based Learning • Originated by Larry Michaelson in the late 1970s at University of Oklahoma • Sought a method of connecting with students in large sections without resorting to lecture • Discovered that not only did students tolerate the large sections, they thrived

3. Four Essential Principles of TBL • Groups must be properly formed and managed • Students must be held accountable for their individual and group work • Group assignments must promote both learning and team development • Students must have frequent and timely performance feedback Michaelson, L., Knight, A., and Fink, D. (2002). Team-based Learning: A Transformative Use of Small Groups, Praeger Publishers: Westport, CT.

4. What is Team-based Learning? • Planning Phase • Instructor breaks a class into 5-7 modules that are approximately 2-3 weeks long • Instructor identifies the key learning objectives within each module • Learning objectives should emphasize “doing” as well as “knowing” • Preparation Phase • Before the start of each module, students are assigned readings, exercises, videos, or other preparatory materials • Goal is not mastery, but instead an introduction to concepts and ideas (TOC versus index) • At the start of a module’s first class, a RAP (Readiness Assessment Process) is administered

5. TBL (continued) • Application Phase (the “fun stuff”!). Teams: • Solve Problems (PBL!) • Apply the concepts in a tangible manner • Focus on formative—not summative—assessment • Are continually challenged as problems increase in difficulty as the module progresses • Assessment Phase • Allow students to demonstrate their mastery • Summative assessment and individual accountability

6. Sequence of learning activities

7. Preparation Phase: RAP • Assign Readings/Videos in Preparation Phase • Individual RAT (iRAP). Each student takes a 5-10 question quiz on the assigned material. • Team RAT (tRAP). Each team takes the SAME quiz on the assigned material using the IFAT. During this time, the iRATs are graded. • Appeals. Students may appeal to earn back a question by writing a short defense of their answer. • Oral Instructor Feedback. Based on RAP performance, instructor tailors his/her follow up comments.

8. Why is the RAP an effective process for kicking off a module?

9. Application Phase • TBL recommends using the 4S approach for developing problems • The 4S’s Mnemonic: • Significant problem: Students are given an authentic and relevant problem • Same problem: Each team works on the same problem, case, or question. • Specific choice: Each team applies theoretical concepts to make a specific choice. Requires teams to synthesize work into a cohesive response. • Simultaneously report: All teams report their specific choice simultaneously, not sequentially.

10. To increase interest, draw a number line on the board and have teams put an X on their answers all at the same time 4S Example: Probability & Statistics You are in charge of Casino Night for your college organization, and have been asked to design a Pick Six Lottery for use that evening. About 200 people are expected to attend. Make a specific recommendation on: How many numbers should players be able to choose from? Based on the above, be prepared to discuss (1) The probability that someone will win (2) How much a winner should win, and (3) why your selection is the optimal one.

11. PBL versus TBL • Group Size • PBL varies, but typically 4-5 • TBL: 5-7 • Nature of the problems • TBL focuses on the 4S model • PBL is more open, focusing on challenging problems • More similar than different, in practice

12. Integrating TBL with PBL • TBL provides an effective and useful model “around” PBL • The RAP provides a mechanism for student accountability, a common criticism of PBL • PBL provides a broader framework for in-class problems, while TBL provides a more directed approach. • Both TBL and PBL can be used to change up a class and heighten learning

13. Synergies • TBL • TBL provides a method for ensuring student accountability through the RAP • TBL also provides a directed framework for creating in-class exercises • PBL • Provides a broader framework for in-class problems • Focuses on “the problem” as motivation for learning • Flipping • Leverages the new resources that are available to enable both TBL and PBL • All three can (should?) be integrated to improve the classroom learning experience