Best Practices in Active Learning
“Team Based Learning (TBL)”
Ilene Harris, PhD
Agenda
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Overview : Context
Demonstration: TBL Activity to Develop Knowledge and Skills in TBL
 “Prior reading”: Basis for selection?
 In groups: IRAT and GRAT
• Construct groups: Based on balancing resources: Knowledge about
TBL
• Individuals complete IRAT (Individual Readiness Assurance Test)
• Groups complete GRAT (Group Readiness Assurance Test)
• Report IRAT and GRAT scores
• Appeals process
• Feedback: Discuss IRAT/GRAT item options
In group: Application Exercises
Debriefing: TBL - What have we learned?
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Curriculum Design: Plan and
Implementation
Needs Assessment: General and Targeted
Competencies
Goals and Objectives
•Knowledge
•Skills
•Attitudes
Teaching/Learning Experiences
•Lectures, with Active Learning Methods, e.g.,
•Audience Response Systems
•Team-based Learning (TBL)
•Problem-based Learning
•Case-based Learning
•Small group discussions
•Reading/journal club
•Patient care with supervision
•Role modeling and mentoring
•Etc
Performance: Students/Program
•Assessment: Of students
•Evaluation: Of the education program
•Assessment: Of teaching
TBL Overview
Method of instruction for achieving student applied
knowledge/competence, through –
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Primary learning objectives: Application of concepts
Cohesive Learning Groups: Constituted to maximize diversity within
groups and “equal "distribution of resources
Teacher role: Design/manage instruction
Student role: Read independently & work collaboratively in groups
Assignments: Promote learning & team development, by requiring
group interaction
Feedback: Frequent/timely
Accountability: Assessment/grading supports learning in groups –
through accountability for quality of individual and group work;
preparation; attendance; contribution to group effort
PBL Demonstration
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Form groups/teams
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Read reading?
Experience with TBL?
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Assigned Reading:
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Readiness Assurance Process (RAP)
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Michaelson & Sweet, 2008
Take Individual Readiness Assurance Test (IRAT)
• Put aside/score – 5 points/correct answer
Groups take same RAT; reach consensus on answers
Score; discuss incorrect answers; try again; get partial credit
• Correct 1st try – 5 points; Correct 2nd try - 4; Correct 3rd try – 3
Appeal process
Feedback
Application Exercises
Design of PBL Units
Before Course
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Formulate application-based instructional
objectives, e.g.,
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Students will be able to design a PBL unit
Design instruction
Select reading materials
 Design Readiness Assurance Tests
(RATs) of knowledge
 Design application exercises
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First Day
Introduce students to PBL
 Form groups
 Alleviate student concern about grades
 Set mechanisms to encourage
development of positive group
norms,e.g., records of attendance,
individual and group scores
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First Day: Introduce PBL
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Communicate
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Provide overview
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Rationale
How course will be conducted
Basic features
Role of instructors
Role of students
Benefits
Activities
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Explain: In syllabus, using PP
Demonstrate RAT, using short reading
First Day: Form Groups
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Create groups with diverse membership
&and balance of resources
Relevant characteristics of students, e.g.,
previous course work, practical experience,
access to perspectives
 Diminish potential for emergence of
subgroups
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Form groups during class
First Day
Alleviate concern about grades
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Grading system creates individual accountability for
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Because – grading system includes
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Individual grades on RATs
Group grades on RATs and application exercises
Basing part of grade on peer evaluation
Team application assignments
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Pre-class preparation
Class attendance
Devoting time/energy for group assignments
Done in class
Based on thinking, discussing, deciding
Unlikely that less motivated team-mates put group at risk
Involve students in setting grade weights
Each Unit
Readiness Assurance Process (RAP)
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Assigned Readings: Read independently ahead of time
Readiness Assurance Process : MCQs to assess understanding of
key concepts; difficult enough to stimulate team discussion
 IRAT: Turn in answers/score during team test
 TRAT/GRAT: Retake test as team; reach agreement on answers
• Valuable for learning concepts and team development
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Immediately score, with Intermediate Feedback Assessment
Technique (IF-AT), a self-scoring scratch-off answer sheet to
provide timely feedback on GRATs
Scoring: 1st try, full credit; 2nd try, reduced credit, etc.
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Appeals Process: Refer to assigned readings to build case; address
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confusion caused by inadequacy of readings or quality of questions
Instructor Focused Feedback
Each Unit: Application Exercises
4 S’s
 Significant: Work on problem, case, question
demonstrating usefulness of concept
 Same Problem: Feedback and common
frame of reference
 Specific Choice: Force decision about
complex matter, e.g., diagnosis
 Simultaneous Report: Stimulates discussion
Near End of Course
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Reinforce content learning: Review key concepts
Learn about value of teams
 Show evidence: Teams typically outperform best
member
Recognize effective team interaction
 Reflection about member changes over time, actions that
make a difference, barriers and means to overcome
Learning about themselves: How they interact with others
Benefits
Students
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Mastery of course content, with depth of understanding
Develop appreciation of value of teams for solving complex problems
Gain insights into strengths/weaknesses as learners/team members
Benefits at-risk students by social support/ peer tutoring
Administrators
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Cost effective
Faculty
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Student energy/enthusiasm
Student preparation and attendance
Like working with colleagues
More rewarding relationships with students
PBL Demonstration
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Form groups/teams
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Read reading?
Experience with TBL?
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Assigned Reading:
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Readiness Assurance Process (RAP)
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


Michaelson & Sweet, 2008
Take Individual Readiness Assurance Test (IRAT)
• Put aside/score – 5 points/correct answer
Groups take same RAT; reach consensus on answers
Score; discuss incorrect answers; try again; get partial credit
• Correct 1st try – 5 points; Correct 2nd try - 4; Correct 3rd try – 3
Appeal process
Feedback
Application Exercises
Agenda


Overview : Context
Demonstration: TBL Activity to Develop Knowledge and Skills in TBL
 “Prior reading”: Basis for selection?
 In groups: IRAT and GRAT
• Construct groups: Based on balancing resources: Knowledge about
TBL
• Individuals complete IRAT (Individual Readiness Assurance Test)
• Groups complete GRAT (Group Readiness Assurance Test)
• Report IRAT and GRAT scores
• Appeals process
• Feedback: Discuss IRAT/GRAT item options
In group: Application Exercises
Debriefing: TBL - What have we learned?
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