Team-Based Learning
From CIS Wiki
NEW - Introduction to TBL PODcast
If you have 50 minutes to spare, here is the first rough draft of a complete overview of Team-Based Learning
Got Holly Benders school wrong.....should be IOWA not Idaho....sorry
Practicing for a webcast - jim
Flash Version
Introduction to TBL (50 minutes, FLV)
iPod Version
If you have an iPod or iTunes (Download iTunes here)on your computer
Introduction to TBL (50 minutes, m4v)
PODcast by Jim Sibley with thanks to Holly Bender and Larry Michaelsen for the use of their video.
Centre Support for TBL Logisitics
* Consultation, Workshops and Training * RAP Classroom Logistics and Support * IF-AT Test Sheets * Scantron Sheets * Classroom Scanners * Classroom Assistance * Classroom Response System (iClicker) * Connect with other faculty - Mentorship
Want to get started...contact us at jim.sibley@ubc.ca
General Overview of Team-Based Learning
The best place to start is to read the book Team-Based Learning - A Transformative Use of Small Groups in College Teaching, Edited by Larry K. Michaelsen , Arletta Bauman Knight , L. Dee Fink
The next place to start is to visit www.teambasedlearning.org - an excellent website, resources and check out the videos!!
Handout introducing you to Team-Based Learning (2 pages)
Implementing TBL
Course Development Checklist
Checklist for TBL course development
Student Orientation
Orientation handout for students
Group Formation
Groups must be properly formed and managed.
• Separate subgroups • Create teams with diverse skills and abilities • Make groups that are fairly large (5 to 7 members) • Make groups that are permanent
There are a number of ways to build the diverse groups required for TBL.
• In class (this works remarkably well) • Online questionnaire • Using our software TeamMaker (especially good for big classes in difficult rooms)
The key factor is to make the process transparent so students understand why and how you are creating the groups.
In the UBC Mech 223 "Mechanical Design" course, piloting TBL this past spring, the instructors collected student information from their 113 students via an online survey. Students self-rated themselves on questions regarding competency with hand tools, computer skills, communication skills, and GPA from first term marks, with ten questions in all. From these surveys the instructors transferred student responses to index cards and sorted students into groups through a rather labor intensive process of arranging and re-arranging student assets and liabilities.
"It took a long time... It was an evening of basically moving cards around on the floor. So Jim's working on a program for us that will do it automatically and we can't wait!"
Dr. Peter M. Ostafichuk Instructor & Mech 2 Coordinator
Contact the Centre at jim.sibley@ubc.ca to use our TeamMaker Software. TeamMaker lets you survey your students and build the teams from the results
Reading Guides
A reading guide helps students read more effectively and come to class knowing the core concepts in preparation for the Readiness Assessment Test. A reading guide can contain questions that students should be able to answer after having read the text, and highlights concepts that they need to understand. Typically we assign 2-3 text book (40-60 pages) chapters per module.
Example Mech223:Mechanical Design - example
RAP Test Writing Support Materials
A typical RAP test is 18-20 multiple choice questions. We try to write questions at the TOC level and not the index level. Many instructors include low,mid and higher level questions. High level questions tend to be ranking question, were all distractors are reasonable choices and one is clearly a "best" choice. The NMBE manual below is the BEST resource I have found for learning how to write better test questions.
*NMBE Manual - Constructing Written Test Questions...(Format-PDF) *Writing Multiple Choice Questions handout - (Format-Doc) *Deep Questioning and Bloom's Taxonomy (Good collection of question lead-ins) - (Format-Doc)
RAP Test Logistics
Here is a document that explains the General Classroom Logistics for RAP Tests
In-class Application Exercises
•Significant Problem. Students need to value to problem and the goals of the exercises to fully engage. "Real World" problems are best!
•Same Problem. Individuals/groups work on the same problem, case or question.
•Specific Choice. Individuals/groups must known and use course concepts to make a specific choice.
•Simultaneous Report. Individuals/groups report their choices simultaneously. This makes the results of student thinking highly visible and provides opportunities to discuss contrasts in decision making and thinking.
Important Considerations for Effective TBL Exercises
1. Production of a tangible output 2. Impossible to complete without comprehension of course concepts 3. Sufficiently difficult to eliminate completion by an individual member 4. Majority of time engaged in activities 5. Applicable to real world issues or problems (pragmatic/applied) 6. Interesting and fun (ENERGY is the acid test for good exercises)
Creating Assignments-Summary
* Developing Strategies for Facilitating Interactive Classroom Discussion in TBL - PowerPoint and four supporting articles
* Aerodynamics Course Application Example - (Format-PDF) (c)copyright Dr. Pete Ostafichuk Requires password to open - contact jim.sibley@ubc.ca
Assessment
Grade weights are often set an using in-class exercise. Typical distribution is 10% for individual RAP test, 10% for Team RAP test and 5% for peer evaluation.
Peer Evaluation Online
The Centre has software so you can easily manage the student peer evaluation process online. iPeer v2.0.0.8 allows you to easily develop and deliver peer evaluations to your students. You can compile evaluation results by student or group and this greatly simplifies instructor workflow. iPeer is also integrated with TeamMaker to provide Team Making Survey, which helps instructors quickly create cooperative learning teams. It works by surveying students based on a set of questions the instructor picks, and then builds teams based on these student responses.
Contact the Centre at jim.sibley@ubc.ca to use our Peer Evaluation System. We can help you set up and manage your peer evaluations.
Resources
Lessons Learned
new
* Civil 400 - Construction Management (110 students, tiered lecture theatre) - (Format-Doc)
* Mech 223 - Mechanical Design (115 students, tiered lecture theatre)- (Format-Doc) * TBL and Curriculum Development Paper For Canadian Design Engineering Network - (Format-PDF)
* December 2005-End of Semester Reflections on the use of TBL (8 faculty) - SOON
TBL Websites and Resources
www.teambasedlearning.org website - Excellent!!
Baylor University College of Medicine
Apperson Test Scanners
IF-AT Test Sheets
Team Based Learning Listserve
Team-Based Learning Community Listserve
Search TBL Listserve Postings
TBL Online?
My thoughts on mapping TBL to the online environment
Workshop Materials
Workshop Series at Catholic University of Korea - October 2007
Catholic University of Korea
My TBL Conference 2007 Materials
UBCO Learning Conference 2007
Session PowerPoint TBL Overview Handout
Introduction to Readiness Assurance Process (RAP)
RAP Test and Activity Sheet RAP Test Appeal Instructions
Introduction to TBL Team Activities
TBL Resources Handout
Intro. to Team-Based Learning - ELI 1 hour Workshop Materials
Session PowerPoint TBL Overview Handout
Introduction to Readiness Assurance Process (RAP) RAP Test and Activity Sheet RAP Test Appeal Instructions
Introduction to TBL Team Activities
TBL Resources Handout
Evaluation Form
Notes: Teams of 3 work best for a 1 hour workshop...bigger teams need to be given more time for tests and discussions RAP is based on reading "TBL Overview Handout" Materials are copyright free - Enjoy!
Workshop Series at UC Davis Medical School
Intro. to TBL workshop and Creating Effective TBL Activities
Intro. to Team-Based Learning - 1 hour Workshop Materials
Session PowerPoint TBL Overview Handout RAP Test for 1hr Workshop RAP Test Answer Key Alternate RAP (provided by Lindsay Davidson, Queens University) Alternate RAP Test Key (provided by Lindsay Davidson, Queens University - IF-AT Key 5655) RAP Test Appeal Instructions General Classroom Logistics for RAP Tests Handout Creating Assignments-Summary Handout TBL Resources Handout
Notes: Teams of 3 work best for a 1 hour workshop...bigger teams need to be given more time for tests and discussions
RAP is based on reading "TBL Overview Handout"
Question 2 on RAP test is intentionally bad. Sure to generate appeals
Materials are copyright free - Enjoy!
Intro. to Team-Based Learning - 3 hour Workshop Materials
Session PowerPoint TBL Overview Handout RAP Test for 3hr Workshop RAP Test Answer Key RAP Test Appeal Instructions General Classroom Logistics for RAP Tests Handout Creating Assignments-Summary Handout TBL Resources Handout
Notes: RAP is based on reading "TBL Overview Handout"
Question 8 and 9 on RAP test are intentionally bad. Sure to generate appeals.
Materials are copyright free - Enjoy!
Creating Effective Assignments for TBL - 3 hour Workshop Materials
Workshop PowerPoint Creating Effective Assignments for Teams - Workshop Planning Page
Workshop Series to Develop a TBL Course - 5 x 2 hour sessions
Workshop series to develop a complete TBL course
TBL Conference - Vancouver, Canada May 31 and June 1, 2007
TBL Conference for Vancouver - May 2007
Sandbox
sandbox
UC Davis Workshops - October 2006
Creating Good TBL Exercises for Medicine
http://services.aamc.org/jsp/mededportal/searchDetails.do?subId=123
http://services.aamc.org/jsp/mededportal/searchDetails.do?subId=302
http://services.aamc.org/jsp/mededportal/searchDetails.do?subId=124
http://services.aamc.org/jsp/mededportal/searchDetails.do?subId=248
License and Copyright Information
