Team-based learning in the college classroom


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  • Think back to a time in your education when you had a challenging group work. Now a successful one. Provide definition of TBL & how it is different from group work“TBL is an instructional strategy to a) support the development of high performing learning teams, and b) provide opportunities for these teams to engage in significant learning tasks.”
  • Psychological Principles. The IF-AT was developed by a psychology professor whose specialty is human learning and memory. The IF-AT is based on solid psychological principles:Immediate feedback is beneficial for learning (and is superior to delayed feedback)The best test/quiz/homework assignment, etc. doesn’t just assess; it also teachesThe last response given by students on a test item are the ones they learn (i.e. the students leave the test item believing they have chosen the correct answers)
  • Face-to-Face, Blended, Online
  • Face-to-Face, Blended, Online
  • Team-based learning in the college classroom

    2. 2. OBJECTIVES Building Team Based Learning Cohorts: Integrating Instructional Technology to Support Student-Faculty Learning and Engagement • Explore how, why, and when to use Team Based Learning • Consider instructional technology tools that support Team Based Learning in face-to-face, blended, and online environments • Experience an example of Team Based Learning
    3. 3. BENEFITS • Aids group development process • Students are fully engaged in content • Students construct their own understanding, which drives ownership and enjoyment • Cooperative learning fosters positive attitudes toward subject matter • Transformative use of groups moving from casual and cooperative learning groups to transformative team based learning.
    4. 4. THE TBL PROCESS MODELED Pre- class content i-RAT t-RAT Appeals & muddy points Lecture on demand
    5. 5. TBL – STEP 1 Pre- class content i-RAT t-RAT Appeals & muddy points Lecture on demand Students are assigned reading for the day. For today’s purposes, we will rely on your previous knowledge.
    6. 6. TBL – STEP 2 Pre-class content i-RAT t-RAT Appeals & muddy points Lecture on demand Complete the individual readiness assurance test: If you absolutely know the answer, you should assign 4 points to the correct answer and 0 to the others. If you are split between two answers, you might allocate two points to one cell and two to another cell.
    7. 7. TBL – STEP 3 Pre-class content i-RAT t-RAT Appeals & muddy points Lecture on demand Complete the team readiness assurance test using the IF-AT: Use this scratch off “lottery” card to uncover the correct answer ( ). If you don’t uncover a ( ) on the first try, please try again! Note: If you choose not to use IF-AT forms (about $0.16-$0.20 per form), you can use a form similar to the individual i-RAT.
    8. 8. TBL – STEP 4 Pre-class content i-RAT t-RAT Appeals & muddy points Lecture on demand
    9. 9. READINESS ASSURANCE TEST QUESTION STRUCTURE Source: Guide to Structuring RAT Questions
    10. 10. EXAMPLES Team Based Learning in statistical literacy – Keene State College Source:
    11. 11. TBL ESSENTIAL PRINCIPLES 1. Teams must be properly formed and managed 2. Students must be accountable for individual and team work 3. Team assignments promote both learning and team development 4. Students must have frequent and timely performance feedback. (Michaelsen, p 28)
    12. 12. SUPPORTIVE TEACHING TECHNOLOGY Classroom Response System (clickers) used for iRAT. Quiz tools within a learning management system (Blackboard or Canvas) for iRAT. Image: Image:
    13. 13. SUPPORTIVE TEACHING TECHNOLOGY Blended and Online courses utilize group space and collaboration within the learning management system. • Wikis • Group communication tools • Discussion boards for muddiest points and appeals. • Meeting scheduling tools • Web conferencing tools. Image:
    14. 14. RESOURCES All links and slides may be accessed on the TBL page on my website: Workshop Materials: • Guide to Structuring RAT Questions • iRAT Answer Forms Books and Articles: • Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, Va: Stylus. ( listing) • Michaelsen, L. K., Sweet, M., & Parmelee, D. X. (2008). Team-based learning: Small group learning’s next big step. San Francisco, CA: Jossey-Bass. ( listing) • Fujikura, T., Takeshita, T., Homma, H., Adachi, K., Miyake, K., Kudo, M., … & Hirakawa, K. (2013). Team-based Learning Using an Audience Response System: A Possible New Strategy for Interactive Medical Education. Journal of Nippon Medical School= Nippon Ika Daigaku zasshi, 80(1), 63. (link) Additional Resources: • The TBL Collaborative • TBL & medical education: (Wayne State University) • IF-ATs: (multiple choice answer forms) • iClicker (classroom response system) • POGIL (general information) • POGIL instructor’s guide
    15. 15. APPLYING TBL TO YOUR COURSE How would you use TBL in your course? • Reflect individually (2 min) • Share with a colleague (5 min) • Share with the group (10 min) Follow up steps: • Apply the methods described in the “Guide to Structuring RAT Questions” to one week of content of a current or upcoming course. • I will follow up by email in one week to offer a one-on-one session to further explore how TBL might be used in your course.
    16. 16. EVALUATION • Positive: What worked well in this workshop? • Change: What changes do you think I should make to this workshop?