team-based learning

Team-based LearningSimon Tweddell @simontweddell

Rebecca McCarter @beckmccarterUniversity of Bradford

Why TBL? The TBL Process Our Experiences of TBL RAP and Application Exercises Summary Q&A

Content

Drivers for Change◦ Growing student

numbers◦ Surface learners◦ Disengaged

learners◦ Disruption and

absenteeism New UG MPharm

Programme◦ Engaging L&T

Strategy

What we liked about TBL◦Benefits of

Small Group Learning but scalable

◦Accountability to self and team

◦Removes passivity

◦Removes anonymity

What we wanted students to do:◦ Prepare for

class◦ Come to class◦ Participate and

engage in ◦ Be able to

apply knowledge

◦ Take a deep approach to their learning

Permanent Teams Individual study of content out-of-class Readiness Assurance Process (RAP) Application Exercises Peer Evaluation

Team-Based Learning

ContentPre-class

• Individual Study

• Directed to Learning Resources

A Team-based Learning Unit

ContentPre-class




Readiness Assurance Process20-30% of class time

• iRAT • ~10 MCQs

ContentPre-class





• iRAT• tRAT

• Same Test as a team

• IF AT cards

ContentPre-class





• iRAT• tRAT • Appeals

ContentPre-class





• iRAT• tRAT • Appeals• Corrective Instruction

ContentPre-class






Application Exercises70-80% of class time

• Significant• Same• Specific

Choice• Simultaneo

us

ContentPre-class






Application Exercises70-80% of class time

• Significant• Same• Specific

Choice• Simultaneo

us

• Intra-team discussions

• Inter-team discussions

Team Formation◦ Used TBL before?◦ Read about TBL before?◦ Used flipped teaching before?◦ Used in–class group work before◦ Anyone else

Pre-reading – 5 minutes RAP Process

◦ iRAT – 3 minutes◦ tRAT – 5 minutes

Application Exercises

TBL – Having a go yourself

Which of the following do you believe is the MOST important benefit of TBL?

A Increased course coverageB Enhanced student attendanceC Increased student engagementD Reduction in staff workloadE Increased student attainmentF Enhanced student motivationG Promote deeper approaches to learningH Development of skills to enhance employability

Application Exercise 1

Which of the following aspects of TBL do you feel is the MOST challenging to staff?

◦ A. Writing the Student Study Guide/identifying appropriate reading

◦ B. Writing the RAT questions◦ C. Writing application exercises ◦ D. Facilitating application exercises◦ E. Giving the corrective instruction◦ F. Mastering the technology◦ G. Managing the timings of application exercises◦ H. Managing the appeals process


Where in the TBL cycle do you believe is the MOST effective at developing deep approaches to learning

A. Pre-readingB. iRATC. tRATD. AppealsE. Corrective InstructionF. Application ExercisesG. Discussion of application exercises


Benefits Challenges Staff and Student Positives and Negatives Outcome Data Employability skills Summary of Lessons Learned Estate

Our Experiences of TBL

Outcomes:Benefits

Students◦ Mostly very positive◦ Enjoyable experience◦ 4th years helped

explain to 1st years Staff

◦ Students engaged in learning

◦ Students are more confident

◦ Students are less needy and less pastoral issues

“TBL has been so good and rewarding to the point that I am

suggesting that we use it within the optional modules. It almost makes me want to be a first year again.” –

4th year Student

“100% never going back.” Staff

“I would definitely recommend TBL because you get the chance to apply your knowledge. It stays in your mind

a lot more and you find your performance is a lot better” –Student

“The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is

unbelievable.” Staff

Outcomes - Challenges Large scale change

◦ Human resource◦ Managing Expectations

Faculty Students

Facilitation skills Application exercises

◦ Authentic, integrated and challenging◦ Timings

Difficult concepts◦ Student Support Sessions◦ Age/experience?

Technology

“Some faculty need to improve the way they ask the questions” - Student

“You definitely need more preparation time and to learn how to facilitate discussions”

Staff

“For me the most difficult part of TBL is writing application

exercises that challenge them as a team” Staff

“They need to be stricter with timings, you’re often waiting for

everyone to finish when you could move on to the next

exercise.” Student

TBL: really good

opportunity to share

understanding and

discuss with peers and

tutors

I found that the TBL learning

was a lot more effective for

myself and that I learnt more

this way

The team based learning was of huge help of me understanding

topics as you can get other peoples

view point

Student Positives

TBL works much better than group

work, encourages me to revise in stead of leaving it all till the

end of the year

Student Negatives

TBL exercises should have a

more strict time limit

The application exercises took up

too much time

iRATs iRATs iRATs tRATs

Lowest Mean Highest

% increase

on highest

% increase on mean

1 53 76 86 95 10.5 20.02 65 71 79 95 20.3 25.33 59 75 90 97.5 8.3 23.14 60 69 76 94 23.7 26.65 55 69 84 97 15.5 28.96 70 77 83 97 16.9 20.67 61 78 87 100 14.9 22.08 60 69 77 99 28.6 30.39 70 79 85 98 15.3 19.4

10 51 68 77 96 24.7 29.211 78 84 90 98 8.9 14.312 60 77 88 98 11.4 21.413 67 80 87 98 12.6 18.414 58 76 86 98 14.0 22.415 70 78 87 96 10.3 18.816 75 81 86 96 11.6 15.617 58 67 77 95 23.4 29.5

Mean increase 15.9 22.7

No individual student outperformed any team

Highest individual 4 percentage points behind lowest performing team

iRATs iRATs iRATs tRATs

Lowest Mean Highest

% increase

on highest

% increase on mean

1 53 76 86 95 10.5 20.02 65 71 79 95 20.3 25.33 59 75 90 97.5 8.3 23.14 60 69 76 94 23.7 26.65 55 69 84 97 15.5 28.96 70 77 83 97 16.9 20.67 61 78 87 100 14.9 22.08 60 69 77 99 28.6 30.39 70 79 85 98 15.3 19.4

10 51 68 77 96 24.7 29.211 78 84 90 98 8.9 14.312 60 77 88 98 11.4 21.413 67 80 87 98 12.6 18.414 58 76 86 98 14.0 22.415 70 78 87 96 10.3 18.816 75 81 86 96 11.6 15.617 58 67 77 95 23.4 29.5

Mean increase 15.9 22.7

Outcomes – Comparative data Performance in written assessment

◦ 7% increase in one final year module ◦ 13% increase in one final year module (two cohorts)

Heidi Mennenga’s Team-Based Learning Student Assessment Instrument (TBL-SAI)

SubscaleAccountability Score

Preference for TBL

Satisfaction with TBL Total Score

Range 8-40 16-80 9-45 33-165

Neutral 24 48 27 99

MPharm 33.2 57.6 36.5 127.2

Employability Skills◦Collaborative◦Communicati

on◦Critical

thinkers◦ Independent

learners◦Confidence◦Teaching

Benefits◦Attendance◦Engagement◦Peer Learning

◦Peer Support◦Improved satisfaction

◦Improved results

◦Fun

Lessons Learned Help and support invaluable Staff Development

◦ Preparation time◦ Peer review◦ Writing effective application exercises that are

authentic and challenging Taster sessions at interview

Estates and Facilities

References and Further Resources◦ TBLC

www.teambasedlearning.org http://www.utexas.edu/

academic/ctl/largeclasses/#tbl https://www.youtube.com/

watch?v=XHJUTUgBVaE&feature=youtu.be

Listserv [email protected] [email protected]

http://www.teambasedlearning.org/trademark

team-based learning

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