Team-Based Learning (TBL)

1. Team-Based Learning (TBL) Richard Yuretich Department of Geosciences University of Massachusetts Amherst

2. Sound Familiar? Active Learning Cooperative Learning Collaborative Learning Problem-Based Learning Project-Based Learning Case-Based Learning Team-Based Learning

3. Team-Based Learning Details in Michaelsen et al (2004) http://www.teambasedlearning.org/ Four major components Permanent teams Readiness Assurance Team Investigations Peer Evaluation

4. Permanent Teams Instructor forms teams Heterogeneous groups Class level Science knowledge Ethnic diversity Geographical Distribution 90 students 10 tables 2 teams per table 4 or 5 members per team

5. Readiness Assurance Readings assigned at start of module Readiness Assurance Test (RAT) – first or second class of the module Selective-response assessment (!) Round 1: Individual answers (closed-book) – 60% Round 2: Team collaboration (closed-book) – 40% Round 3: Challenge (open-book) – grade adjustment

6. Readiness Assurance Preceded by “Concept Preview” Class Teams answer questions from readings

7. Team Investigations • Major effort during class sessions. • Done only during class time. • Collaboration around a problem. • Teams investigate the same or similar topic. • Simultaneous reporting • Collective Discussion

8. Team Investigations: Example Brief introduction on coastal erosion and sea-level rise

9. Team Investigation: Example • Are there effective measures against coastal erosion? What can be done to address the problem? • Teams discuss and post collective responses

10. Team Investigation: Example • Discussion of team responses • Simultaneous reporting: all team responses are displayed

11. Individual Accountability Mid-semester Survey Formative Feedback Intervention End of Semester Grade allocation Peer Evaluations

12. Peer Evaluation Basis for fair allocation of team grades Students assign points to other team members based on contributions

13. Peer Evaluation Comments are often frank, revealing, and aligned with instructor’s observations.

14. Individual Effort On-line Learning Management System Assignments On-line homework and quizzes Individual effort and grading

15. Final Exam Traditional with optional on-line team follow-up Cumulative in content.

16. Student Satisfaction Perception of the course is generally positive, with an incremental improvement over the large-lecture version.

17. Grade Distribution Improvement in student performance is substantial especially on longer-term retention of concepts from the earlier parts of the course.

18. Reflections on TBL • A more sophisticated and effective application of collaborative learning • Makes large classes (90 students in this case) seem smaller • Course schedule, team composition, and team assignments need thoughtful planning. • Hi-tech classrooms helpful but not required.

19. TBL Extensions • Used TBL principles in subsequent classes without the high-tech support • Introduction to Geochemistry (24 students) • Teams of Four • In-class teamwork had two components: • Short Investigations • Long-term team project

20. TBL Extensions • Used TBL principles in subsequent classes without the high-tech support: • Introductory Oceanography (302 students) • 52 teams (five or six students per team) • Traditional lecture hall • In-class investigations as in TBL model • Selective reporting for discussion

21. Other Observations • Students attend regularly and participate actively. • Team investigations reduce grading time, permit “Just-In-Time Teaching” for the following class. Thanks to the Center for Teaching and Faculty Development, UMass Amherst …and my dog Holly (I ran out of relevant classroom pictures!)