{"id":6763,"date":"2018-03-06T09:43:55","date_gmt":"2018-03-06T09:43:55","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=6763"},"modified":"2018-03-06T09:43:55","modified_gmt":"2018-03-06T09:43:55","slug":"short-guide-team-based-learning","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/03\/06\/short-guide-team-based-learning\/","title":{"rendered":"A short guide to Team-Based Learning"},"content":{"rendered":"

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The Technology Enhanced Learning team have recently been exploring and promoting Team-based learning. A teaching approach which is effective for providing students with opportunities for deeper learning and is scalable for large group teaching.<\/b><\/p>\n

Larry Michaelson, a Professor of Management, who helped to establish the Team-based learning (or TBL) approach in the 1970\u2019s explains that:<\/span><\/p>\n

The primary learning objective in TBL is to go beyond simply covering content and focus on ensuring that students have the opportunity to practice using course concepts to solve problems. Thus, TBL is designed to provide students with both conceptual and procedural knowledge. –\u00a0<\/span><\/i>Larry Michaelsen (2008)<\/a><\/span><\/i><\/p><\/blockquote>\n

Team-based learning uses constructivist teaching methods to carefully scaffold learning so that students are given the opportunity to memorize basic knowledge and then to further develop understanding and application through cooperative and collaborative learning activities.<\/span><\/p>\n

The format of TBL can be considered as a flipped learning approach, where knowledge transmission takes place before class and face-to-face sessions are used for active learning. A topic or unit of content is typically covered over a few sessions based on the following structure of activities:<\/span><\/p>\n

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Team-based learning: the sequence of activities (click to enlarge)<\/p><\/div>\n

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  1. Preparation:<\/b> students are assigned material to study independently. This should cover all of the basic information required for the proceeding classes.<\/span><\/li>\n
  2. Readiness Assurance Process:<\/b>\n
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    • Students individually complete a multiple choice test to assess understanding of the material and formulate answers. <\/span><\/li>\n
    • The same test is then repeated, only this time students work in small teams to answer the questions. This provides the opportunity for students to develop their understanding through discussion and comparison of responses.<\/span><\/li>\n
    • Tests typically use the <\/span>Immediate Feedback Assessment Technique<\/a>\u00a0to maximise the\u00a0potential for discussion, critique and learning from the questions.<\/span><\/li>\n
    • Groups are invited to submit appeals (supported by evidence) if they disagree with questions or answers.<\/span><\/li>\n
    • The tutor goes through all of the answers with the class, provides feedback and clarifies any misunderstandings.<\/span><\/li>\n<\/ul>\n<\/li>\n
    • Application exercises:<\/b> the following class builds on prior learning as teams work to develop solutions to significant problems through a series of application exercises. The <\/span>4S framework<\/span><\/a> provides a useful guide for designing such activities.<\/span><\/li>\n
    • Peer evaluation:<\/b> students are accountable to their team-mates in TBL and are asked to provide each other with constructive feedback on their contributions through peer evaluation.<\/li>\n<\/ol>\n

      Tab Betts from Technology Enhanced Learning recently interviewed <\/span>Dr Simon Tweddell<\/span><\/a>, a Senior Lecturer at the University of Bradford, National Teaching Fellow and consultant for Team-based learning, to tell us more about this teaching approach. You can listen to this episode from the Teaching with Tech podcast<\/a> below or watch on Youtube<\/a>.<\/span><\/p>\n