The document discusses Team-Based Learning (TBL), an educational strategy designed to enhance student engagement through collaborative learning and accountability. TBL involves structured processes including permanent groups, readiness assurance tests, application activities, and peer evaluations aimed at improving problem-solving skills. Evidence suggests that TBL can lead to better team performance compared to individual efforts, fostering critical thinking and deeper understanding of course content.

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 a
specific sequence of individual work, group work
and immediate feedback to create a motivational
framework in which students increasingly hold
Larry
each other accountable for coming to class Michealsen
prepared 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 Design
Teaching and Learning Center of UCSF

9. Classroom Design
Teaching and Learning Center of UCSF

10. Classroom Design
Teaching and Learning Center of UCSF

11. Classroom Design
Teaching 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-AT
On the way to a restaurant for dinner:
Were there not differences in knowledge
between those students who guessed and
those who were able to narrow their choices?
We also remembered how frustrating it was to Mike Epstein
take a test and never see precisely where we
were right or wrong!
•Immediate Feedback Assessment Technique
•Transforms traditional multiple-choice testing into
an interactive learning opportunity
•1,000 across the U.S., Canada and over twelve
Beth Epstein
other 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. Case
studies, 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. Case
studies, 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 the
entire class
•It promotes student engagement
•More time is spent critically thinking and less time covering course
content
•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. Спасибо
Thank You ありがとう
Dank
Grazie
Terima kasih
고마워 谢谢
Gracias