Best Practices in Active Learning “Team Based Learning (TBL)”

1. Best Practices in Active Learning“Team Based Learning (TBL)” Ilene Harris, PhD

2. Agenda • Overview : Context • Demonstration: TBL Activity to Develop Knowledge and Skills in TBL • “Prior reading”: Basis for selection? • In groups: IRAT and GRAT • Construct groups: Based on balancing resources: Knowledge about TBL • Individuals complete IRAT (Individual Readiness Assurance Test) • Groups complete GRAT (Group Readiness Assurance Test) • Report IRAT and GRAT scores • Appeals process • Feedback: Discuss IRAT/GRAT item options • In group: Application Exercises • Debriefing: TBL - What have we learned?

3. Curriculum Design: Plan and Implementation • Needs Assessment: General and Targeted • Competencies • Goals and Objectives • Knowledge • Skills • Attitudes • Teaching/Learning Experiences • Lectures, with Active Learning Methods, e.g., • Audience Response Systems • Team-based Learning (TBL) • Problem-based Learning • Case-based Learning • Small group discussions • Reading/journal club • Patient care with supervision • Role modeling and mentoring • Etc • Performance: Students/Program • Assessment: Of students • Evaluation: Of the education program • Assessment: Of teaching

4. TBL Overview Method of instruction for achieving student applied knowledge/competence, through – • Primary learning objectives: Application of concepts • Cohesive Learning Groups: Constituted to maximize diversity within groups and “equal "distribution of resources • Teacher role: Design/manage instruction • Student role: Read independently & work collaboratively in groups • Assignments: Promote learning & team development, by requiring group interaction • Feedback: Frequent/timely • Accountability: Assessment/grading supports learning in groups – through accountability for quality of individual and group work; preparation; attendance; contribution to group effort

5. PBL Demonstration • Form groups/teams • Read reading? • Experience with TBL? • Assigned Reading: Michaelson & Sweet, 2008 • Readiness Assurance Process (RAP) • Take Individual Readiness Assurance Test (IRAT) • Put aside/score – 5 points/correct answer • Groups take same RAT; reach consensus on answers • Score; discuss incorrect answers; try again; get partial credit • Correct 1st try – 5 points; Correct 2nd try - 4; Correct 3rd try – 3 • Appeal process • Feedback • Application Exercises

6. Design of PBL UnitsBefore Course • Formulate application-based instructional objectives, e.g., • Students will be able to design a PBL unit • Design instruction • Select reading materials • Design Readiness Assurance Tests (RATs) of knowledge • Design application exercises

7. First Day • Introduce students to PBL • Form groups • Alleviate student concern about grades • Set mechanisms to encourage development of positive group norms,e.g., records of attendance, individual and group scores

8. First Day: Introduce PBL • Communicate • Rationale • How course will be conducted • Provide overview • Basic features • Role of instructors • Role of students • Benefits • Activities • Explain: In syllabus, using PP • Demonstrate RAT, using short reading

9. First Day: Form Groups • Create groups with diverse membership &and balance of resources • Relevant characteristics of students, e.g., previous course work, practical experience, access to perspectives • Diminish potential for emergence of subgroups • Form groups during class

10. First Day Alleviate concern about grades • Grading system creates individual accountability for • Pre-class preparation • Class attendance • Devoting time/energy for group assignments • Because – grading system includes • Individual grades on RATs • Group grades on RATs and application exercises • Basing part of grade on peer evaluation • Team application assignments • Done in class • Based on thinking, discussing, deciding • Unlikely that less motivated team-mates put group at risk • Involve students in setting grade weights

11. Each Unit Readiness Assurance Process (RAP) • Assigned Readings: Read independently ahead of time • Readiness Assurance Process : MCQs to assess understanding of key concepts; difficult enough to stimulate team discussion • IRAT: Turn in answers/score during team test • TRAT/GRAT: Retake test as team; reach agreement on answers • Valuable for learning concepts and team development • Immediately score, with Intermediate Feedback Assessment Technique (IF-AT), a self-scoring scratch-off answer sheet to provide timely feedback on GRATs • Scoring: 1st try, full credit; 2nd try, reduced credit, etc. • Appeals Process: Refer to assigned readings to build case; address confusion caused by inadequacy of readings or quality of questions • Instructor Focused Feedback

12. Each Unit: Application Exercises 4 S’s • Significant: Work on problem, case, question demonstrating usefulness of concept • Same Problem: Feedback and common frame of reference • Specific Choice: Force decision about complex matter, e.g., diagnosis • Simultaneous Report: Stimulates discussion

13. Near End of Course • Reinforce content learning: Review key concepts • Learn about value of teams • Show evidence: Teams typically outperform best member • Recognize effective team interaction • Reflection about member changes over time, actions that make a difference, barriers and means to overcome • Learning about themselves: How they interact with others

14. Benefits Students • Mastery of course content, with depth of understanding • Develop appreciation of value of teams for solving complex problems • Gain insights into strengths/weaknesses as learners/team members • Benefits at-risk students by social support/ peer tutoring Administrators • Cost effective Faculty • Student energy/enthusiasm • Student preparation and attendance • Like working with colleagues • More rewarding relationships with students

15. PBL Demonstration • Form groups/teams • Read reading? • Experience with TBL? • Assigned Reading: Michaelson & Sweet, 2008 • Readiness Assurance Process (RAP) • Take Individual Readiness Assurance Test (IRAT) • Put aside/score – 5 points/correct answer • Groups take same RAT; reach consensus on answers • Score; discuss incorrect answers; try again; get partial credit • Correct 1st try – 5 points; Correct 2nd try - 4; Correct 3rd try – 3 • Appeal process • Feedback • Application Exercises

16. Agenda • Overview : Context • Demonstration: TBL Activity to Develop Knowledge and Skills in TBL • “Prior reading”: Basis for selection? • In groups: IRAT and GRAT • Construct groups: Based on balancing resources: Knowledge about TBL • Individuals complete IRAT (Individual Readiness Assurance Test) • Groups complete GRAT (Group Readiness Assurance Test) • Report IRAT and GRAT scores • Appeals process • Feedback: Discuss IRAT/GRAT item options • In group: Application Exercises • Debriefing: TBL - What have we learned?