Poll #1Poll #1

Is what you will Is what you will see:see:

A good thing?A good thing? A bad thing?A bad thing? Not sure?Not sure?

Poll #1Poll #1

Was what you Was what you saw:saw:

A good thing?A good thing? A bad thing?A bad thing? Not sure?Not sure?

Problems with Learning Problems with Learning GroupsGroups Using class time for group work Using class time for group work

limits content coverage.limits content coverage. Grading group work results in:Grading group work results in:

– Better students doing most of the work.Better students doing most of the work.– Less motivated and/or less able Less motivated and/or less able

students becoming “free-riders.”students becoming “free-riders.” Using group assignments requires Using group assignments requires

the instructor to:the instructor to:– Spend time resolving conflicts in Spend time resolving conflicts in

groups.groups.– Teach students how to work in groups.Teach students how to work in groups.

Poll #2Poll #2

If you use class time for group If you use class time for group work, you will work, you will notnot be able to be able to cover as much content as you cover as much content as you would with lectures. would with lectures.

1) Strongly disagree

2) Disagree

2) Neither agree nor disagree

4) Agree

5) Strongly agree

Poll #3Poll #3

If a substantial part of a course If a substantial part of a course grade is based on group work, grade is based on group work, better students will end up better students will end up “carrying” their less motivated “carrying” their less motivated and/or less able peers. and/or less able peers.

1) Strongly disagree

2) Disagree

2) Neither agree nor disagree

4) Agree

5) Strongly agree

Poll #4Poll #4

Most learning groups will Most learning groups will be ineffective unless you be ineffective unless you teach students how to teach students how to work in groups.work in groups.

1) Strongly disagree

2) Disagree

2) Neither agree nor disagree

4) Agree

5) Strongly agree

Team-Based Learning Team-Based Learning (TBL)(TBL)

A comprehensive strategy for A comprehensive strategy for using learning groups in a way using learning groups in a way that:that:

1.1. Harnesses the power of Harnesses the power of Teams.Teams.

2.2. Avoids potential problems.Avoids potential problems.

3.3. Is effective in any course in Is effective in any course in which:which:

Content coverage is important.Content coverage is important. The instructor is The instructor is SeriousSerious about about

developing students ability to apply developing students ability to apply the content.the content.

My Course ObjectivesMy Course Objectives

Students should:Students should: Master course content.Master course content. Be able to apply course Be able to apply course

content.content. Develop interpersonal and Develop interpersonal and

group interaction skills.group interaction skills. Become life-long learners.Become life-long learners. Enjoy the course.Enjoy the course.

Traditional Teaching vs. TBL StrategyTraditional Teaching vs. TBL Strategy for for

DevelopingDeveloping Concept Mastery:Concept Mastery:

Lecture/Lecture/DiscussionDiscussion

Individual study Individual study (pre-class or post-(pre-class or post-class?)class?)

Individual study Individual study (PRE-class)(PRE-class)

Readiness Readiness Assurance ProcessAssurance Process

Traditional Teaching

Team-Based Learning

Team-Based Learning™Team-Based Learning™ Instructional Activity SequenceInstructional Activity Sequence(Repeated for each major instructional unit, i.e., 5-7 per course)(Repeated for each major instructional unit, i.e., 5-7 per course)

Preparation(Pre-class)

Readiness Assurance

Diagnosis-Feedack

1. Individual

Study

2. Individual

Test

3. Team Test

4. Written Appeals (teams)

5. Instructor

Input

20%-30% of class time 70%-80% of class time

Application of Course Concepts

Development of Students’Critical Thinking Skills

Team-Based Learning™Team-Based Learning™• • Instructional Activity Sequence (for each Instructional Activity Sequence (for each unit)unit)

Readiness Assurance Process Ensures:Readiness Assurance Process Ensures:1.1. Effective and efficient content coverage.Effective and efficient content coverage.

2.2. Development of real teams Development of real teams andand team interaction skills. team interaction skills.

3.3. An An experience-basedexperience-based insight about the insight about the value of diverse value of diverse inputinput..

4.4. Development of students’ self-study & life-long learning Development of students’ self-study & life-long learning skills.skills.

5.5. Class time to develop students’ application/critical Class time to develop students’ application/critical thinking skills.thinking skills.

Preparation(Pre-class)

Readiness Assurance

Diagnosis-Feedback1 hour + or - A few minutes to several hours (Integrative)

1. Individual

Study

2. Individual

Test

3. Team Test

4. Written Appeals (teams)

5. Instructor

Input

6. Application/Critical Thinking-focused

Activities & Problems

Application of Course Concepts

Development of Students’Critical Thinking Skills

Traditional Teaching vs. TBL StrategyTraditional Teaching vs. TBL Strategy for for

DevelopingDeveloping Concept Application Concept Application

Skills:Skills:

Class Class discussion?discussion?

Individual papers Individual papers and/or projectsand/or projects

Group papers Group papers and/or projects and/or projects (outside of class)(outside of class)

IN-CLASS Team IN-CLASS Team WorkWork

Specific choice Specific choice tasks– to create tasks– to create discussion:discussion:– Within teamsWithin teams– Between teamsBetween teams– With/from instructor With/from instructor

(to confirm/challenge (to confirm/challenge & add to points & add to points made by students)made by students)

Traditional Teaching

Team-Based Learning

Traditional Teaching vs. TBL StrategyTraditional Teaching vs. TBL Strategy for for

DevelopingDeveloping Interpersonal and Interpersonal and

Team Skills:Team Skills:

““Sink or Swim” Sink or Swim” at at bestbest..

Mostly individual Mostly individual (not group) work–(not group) work–done by “divide & done by “divide & conquer”conquer”

Promotes negative Promotes negative attitudes about attitudes about group work group work (especially with top (especially with top students.)students.)

In-class, decision-In-class, decision-based tasks which based tasks which promote discussion promote discussion & provide & provide immediateimmediate feedback to:feedback to:– Ensure individual & Ensure individual &

team accountability.team accountability.– Develop Develop real real teams.teams.– Enhance students’ Enhance students’

teamwork skills.teamwork skills.

Traditional Teaching

Team-Based Learning

Traditional Teaching vs. TBL StrategyTraditional Teaching vs. TBL Strategy for for

DevelopingDeveloping Life-Long Learners:Life-Long Learners:

CounterproductiCounterproductive (lectures ve (lectures promote promote dependence on dependence on instructor.)instructor.)

Process creates Process creates competent and competent and confident learners. confident learners. They They experienceexperience learning from:learning from:– Individual study.Individual study.– Discussion with peers.Discussion with peers.– Choices/Choices/

consequences (open consequences (open book–much like “on book–much like “on the job training” )the job training” )

Traditional Teaching

Team-Based Learning

Top students are held Top students are held back when they are back when they are required to work in a required to work in a group.group.

Poll #5Poll #5

True? True? oror False?False?

Gain (or loss) based on comparing the score of each team to the score

of its own BEST member.

Gain (or loss) based on comparing the score of each team to the score of its own BEST

member.

Gain (or loss) based on comparing the score of each team to the score of its own BEST

member.

Having the score of the Having the score of the lowest team lowest team higher than higher than the the highest individualhighest individual in in an entire class is:an entire class is:

Highly unusual?Highly unusual? The normal outcome?The normal outcome? Not sure?Not sure?

Gain (or loss) based on comparing the score of each team to the score of its ownBEST

member.

Gain (or loss) based on comparing the score of each team to the score of its ownBEST

member.

In past 3In past 31/2 1/2 years years (8 (8 classes –335 students in 58 classes –335 students in 58 teams)teams)::

Individual scores (range = 125-271)Individual scores (range = 125-271) Team scores (range = 274-339)Team scores (range = 274-339)

IBE at UCM IBE at UCM (5(51/2 1/2

years)years)::516 students in 88 teams.516 students in 88 teams.4 individuals higher than the 4 individuals higher than the

lowest of 88 teams (<1%).lowest of 88 teams (<1%).

Since 1986Since 1986—6,161 —6,161 students in 1,115 students in 1,115 teams:teams:1,114 teams scored 1,114 teams scored

higher than their own higher than their own BEST member (99.9+% of BEST member (99.9+% of teams).teams).

1 individual outscored his 1 individual outscored his team (<.1% of teams).team (<.1% of teams).

Poll #6Poll #6

If you use group assignments, If you use group assignments, you frequently end up having you frequently end up having to spend time helping groups to spend time helping groups resolve internal conflicts. resolve internal conflicts.

1) Strongly disagree

2) Disagree

2) Neither agree nor disagree

4) Agree

5) Strongly agree

Poll #7Poll #7

What was the primary “product” What was the primary “product” that was used to determine the that was used to determine the grade in the group you picked as grade in the group you picked as having the most negative outcome having the most negative outcome of any group you know of?of any group you know of?

a) A group paper

b) A group presentation

c) Both a paper and a presentation

d) Other

Questions?Questions?www.teambasedlearning.www.teambasedlearning.

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