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Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
Team based Learning
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Team based Learning

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An introduction to team based learning. …

An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.

Published in: Education
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  • 1. Team Based Learning TBL Ali Mohammad Hossein Zadeh – 1101600641 Faculty of Creative Multimedia, Cyberjaya, Malaysia January 2012
  • 2. Topics• What is TBL?• TBL Elements: 1. Permanent and instructor-assigned groups • Classroom Design 2. Readiness assurance process • IF-AT 3. Application Activities 4. Student Peer Evaluations• Why use TBL?
  • 3. How was your history class?
  • 4. What is TBL?•A special form of collaborative learning using aspecific sequence of individual work, group workand immediate feedback to create a motivationalframework in which students increasingly hold Larryeach other accountable for coming to class Michealsenprepared and contributing to discussion It was a term first popularized by Larry•Focus on using content to solve problems Michaelsen, the central•Has two distinct usages: figure in the development of the TBL method while at oIn academic environment University of Oklahoma, to oIn workplace describe an educational strategy that he developed for use in academic settings
  • 5. 1. Permanent and instructor-assigned groups• Permanent (term-long)• Instructor-assigned groups• 5 to 7 students• Diverse skill sets and backgrounds• Make the selection process transparent
  • 6. 1. Permanent and instructor-assigned groups• Permanent (term-long)• Instructor-assigned groups• 5 to 7 students• Diverse skill sets and backgrounds• Make the selection process transparent
  • 7. 1. Permanent and instructor-assigned groups• Permanent (term-long)• Instructor-assigned groups• 5 to 7 students• Diverse skill sets and backgrounds• Make the selection process transparent
  • 8. Classroom DesignTeaching and Learning Center of UCSF
  • 9. Classroom DesignTeaching and Learning Center of UCSF
  • 10. Classroom DesignTeaching and Learning Center of UCSF
  • 11. Classroom DesignTeaching and Learning Center of UCSF
  • 12. 2. Readiness Assurance Process (RAP)•Pre-reading for unit (outside of the class)• Individual readiness assurance test (iRAT: short multiple choice questions)•Team test with immediate feedback•Written appeals (Questions and Reading)•Mini-lecturer
  • 13. 2. Readiness Assurance Process (RAP)•Pre-reading for unit (outside of the class)• Individual readiness assurance test (iRAT: short multiple choice questions)•Team test with immediate feedback•Written appeals (Questions and Reading)•Mini-lecturer
  • 14. 2. Readiness Assurance Process (RAP)•Pre-reading for unit (outside of the class)• Individual readiness assurance test (iRAT: short multiple choice questions)•Team test with immediate feedback•Written appeals (Questions and Reading)•Mini-lecturer Declare Ambiguity Declare Ambiguity in in Question Readings Describe source of Describe reason of ambiguity disagreement Provide alternative Provide supporting page wording for question reference and qute
  • 15. 2. Readiness Assurance Process (RAP)•Pre-reading for unit (outside of the class)• Individual readiness assurance test (iRAT: short multiple choice questions)•Team test with immediate feedback•Written appeals (Questions and Reading)•Mini-lecturer
  • 16. 2. Readiness Assurance Process (RAP)•Pre-reading for unit (outside of the class)• Individual readiness assurance test (iRAT: short multiple choice questions)•Team test with immediate feedback•Written appeals (Questions and Reading)•Mini-lecturer
  • 17. IF-ATOn the way to a restaurant for dinner:Were there not differences in knowledgebetween those students who guessed andthose who were able to narrow their choices?We also remembered how frustrating it was to Mike Epsteintake a test and never see precisely where we were right or wrong!•Immediate Feedback Assessment Technique•Transforms traditional multiple-choice testing intoan interactive learning opportunity•1,000 across the U.S., Canada and over twelve Beth Epsteinother countries
  • 18. IF-AT Sample
  • 19. IF-AT Sample
  • 20. IF-AT Sample
  • 21. IF-AT Sample
  • 22. IF-AT Sample
  • 23. IF-AT Sample
  • 24. IF-AT Sample
  • 25. IF-AT Sample
  • 26. Application Activities• Students must take decision to solve discipline based problems. E.g. Casestudies, realistic data , …• 4 S’s: •Significant problem •Same problem Typical TBL Module •Specific choice •Simultaneous report Readiness Application Activities Assurance – 1 to – 2 to 2 hours 1:15 hours
  • 27. Application Activities• Students must take decision to solve discipline based problems. E.g. Casestudies, realistic data , …• 4 S’s: •Significant problem •Same problem •Specific choice •Simultaneous report
  • 28. Student Peer Evaluations• Keep students accountable to their teammates• Mid-course and/or End of course• There are a variety of methods: Fink, Michaelsen, Koles, etc
  • 29. Student Peer Evaluations• Keep students accountable to their teammates• Mid-course and/or End of course• There are a variety of methods: Fink, Michaelsen, Koles, etc
  • 30. Student Peer Evaluations• Keep students accountable to their teammates• Mid-course and/or End of course• There are a variety of methods: Fink, Michaelsen, Koles, etc
  • 31. Student Peer Evaluations• Keep students accountable to their teammates• Mid-course and/or End of course• There are a variety of methods: Fink, Michaelsen, Koles, etc
  • 32. Why use TBL?•Every team scored better than its own best member•Lowest team is 5 points higher than the highest individual in theentire class•It promotes student engagement•More time is spent critically thinking and less time covering coursecontent•Once the students from a team, they can do really great things. Based on data gathered by Dr. Larry Michaelsen over of a series of semesters (8 classes, 335 students, 3.5 years)
  • 33. Resources• Team-Based Learning Collaborative: http://www.teambasedlearning.org/• Wikipedia: http://en.wikipedia.org/wiki/Team-based_learning• Epstein Educational Enterprises: http://www.epsteineducation.com/home/• University of California, San Francisco: http://sitevisit.library.ucsf.edu/2009/09/team-based-learning.html
  • 34. Thank you for your attention. Questions?
  • 35. СпасибоThank You ありがとう Dank Grazie Terima kasih고마워 谢谢Gracias

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