Team-based learning is a highly structured form of small group learning using permanent groups. It involves pre-class preparation, a readiness assurance process with individual and team tests, and application activities. The readiness assurance process uses a flipped classroom model where students complete pre-reading and an individual readiness assurance test before taking the same test as a team. This promotes collaborative learning and discussion to reach consensus. Application activities involve solving significant problems as a team. The document provides an example of team-based learning used in a business school module with preparatory materials on Chobani yogurt, individual and team readiness assurance tests, and an in-class activity applying the four actions framework to Chobani's value innovation strategy.

1. Sarah Honeychurch:
Teaching Fellow, Adam Smith Business School
Iyke Ikegwuonu:
Specialist Tutor, Adam Smith Business School
Niall Barr:
Learning Technology Developer, IS
Team-Based Learning

2. Introduction
• Highly-structured form of small group learning
• Permanent groups of 5-7 (selected by educator)
• TBL modules/units: variable length
• Pre-class preparation
• Readiness Assurance Process (RAP)
• Application activities
• Can be adapted for asynchronous online learning
Michaelsen, L. K. and Sweet, M. (2011), Team‐based learning.
New Directions for Teaching and Learning, 41-51.
doi:10.1002/tl.467

3. Readiness Assurance
Process (RAP)
• Flipped classroom model
• Pre-reading (journal article, text book
chapter, video)
• iRAT
• tRAT
• Appeals
• Mini-lecture

4. Application Activities
• Four essential elements:
• Significant Problems
• Same Problem
• Specific Choice
• Simultaneous Report
• Optional peer evaluation of group
members
• Optional group/individual summative
assessment

5. Pre-reading Material – Chobani Yogurt
Harvard Business Publishing

6. Pre-reading
• Students were provided pre-
reading 7 days in advance
 Students advised to come prepared
by reading prep material
 Pre-reading highlighted most
important concepts students need
for class activities
 Video gave a different dimension
 https://youtu.be/6WiEAc8BW5w
Students were assigned preparatory materials to review before start of module

7. Readiness Assurance Test (RAT)
 RAT is an integral part of TBL, consists of 5 multiple choice questions, written at Bloom’s levels:
remembering, understanding and simple applying.
 Students completed 15 minutes iRAT and repeated same questions in tRAT
 iRAT tests individual foundational knowledge from the preparatory materials
 tRAT promotes collaborative learning - students discussed/ negotiated answers for consensus
 tRAT are high energy events – you can hear the noise
 Research shows that giving an iRAT, then followed by a tRAT is a more effective way of teaching than
giving a tRAT alone (Gopalan, 2013)
RAT was administered using YACRS a class response application
The RAT process

8. -1
0
1
2
3
4
5
6
7
8
Q1 Q2 Q3 Q4 Q5
tRAT - Results
TR TW
Q1 Q2 Q3 Q4 Q5
IR 26 19 24 5 30
IW 10 17 12 31 6
0
5
10
15
20
25
30
35
No.Students
iRAT - Results
RAT - Results
RAT - Results

9. • On the next slide you will see your "Pre-reading"
• After you've had a chance to read it you will get an iRAT
question to be answered with a Zoom poll.
Trying it out

10. "Pre-Reading"
A term we've all become very familiar with in recent months is R0, the basic
reproduction number for an infectious disease. This is the average number of new
infections that will be caused by each infected person in a population with no
previous exposure to a disease, and does not vary. However, as the disease spread
through the population, more people become immune and so the effective
reproduction number, R, starts to fall. Other factors can also influence R, for
example the social distancing which we are currently participating in has helped
reduce R for Covid-19 to the extent that the number of new infections is falling.
Measles has a very high basic reproduction number, approximately 14, so to
prevent measles spreading through a population with no immunity, a high uptake of
vaccination is required so that at least 13 of every 14 people is immune. That is
94% of the population.
Seasonal flu usually has an R0 value of approximately 1.3, so to get R down below
1 causing the disease to start dying out, requires three in every 13 people, or just
over 23% of the population to have immunity. By vaccinating just people at high risk
the disease is controlled to an acceptable level.

11. Estimates for the basic reproduction number for Covid-19
vary, however if we assume it is no higher than 3, what is the
minimum level of vaccination needed to prevent future
outbreaks spreading?
• A: 24%
• B: 34%
• C: 67%
• D: 94%
iRAT

12. In-class Activity
Key concept: Value Innovation
TBL application exercise in IBE
Value Innovation is the simultaneous pursuit of
differentiation and low cost, creating a leap in value for both
buyers and the company (Kim & Mauborgne,1999).

13. Value innovation can be achieved using the Four Actions Framework. The framework has four attributes that challenge an industry’s
strategic logic. Using the flipchart provided, draw the four actions framework, showing how Chobani implemented value innovation to
become leader in the US yoghurt market? For each category list at least one action taken by Chobani to create new value?
(Prompt - think about what Chobani completely eliminated and value raised in Chobani yogurt) Please refer to key reading.
In-class Activity - Value innovation

14. Future plans TBL online
Develop methods for implementing TBL approaches for
online delivery
Integrate TBL into Moodle
Use our workshop series to support academics wishing to
adopt TBL in their teaching practice

15. • Questions?
Conclusion