Poll #1
Is what you will see:
A
good thing?
 A bad thing?
 Not sure?
Poll #1
Was what you saw:
A
good thing?
 A bad thing?
 Not sure?
Problems with Learning Groups


Using class time for group work limits
content coverage.
Grading group work results in:
– Better students doing most of the work.
– Less motivated and/or less able students
becoming “free-riders.”

Using group assignments requires the
instructor to:
– Spend time resolving conflicts in groups.
– Teach students how to work in groups.
Poll #2
If you use class time for group
work, you will not be able to
cover as much content as you
would with lectures.
1) Strongly disagree
2) Disagree
2) Neither agree nor disagree
4) Agree
5) Strongly agree
Poll #3
If a substantial part of a course
grade is based on group work,
better students will end up
“carrying” their less motivated
and/or less able peers.
1) Strongly disagree
2) Disagree
2) Neither agree nor disagree
4) Agree
5) Strongly agree
Poll #4
Most learning groups will be
ineffective unless you teach
students how to work in
groups.
1) Strongly disagree
2) Disagree
2) Neither agree nor disagree
4) Agree
5) Strongly agree
Team-Based Learning (TBL)
A comprehensive strategy for using
learning groups in a way that:
1. Harnesses the power of Teams.
2. Avoids potential problems.
3. Is effective in any course in which:


Content coverage is important.
The instructor is Serious about
developing students ability to apply the
content.
My Course Objectives
Students should:
 Master course content.
 Be able to apply course content.
 Develop interpersonal and group
interaction skills.
 Become life-long learners.
 Enjoy the course.
Traditional Teaching vs. TBL Strategy for Developing
Concept Mastery:
Traditional Teaching
 Lecture/Discussion
 Individual study
(pre-class or post-class?)
Team-Based Learning
 Individual study
(PRE-class)
 Readiness Assurance
Process
Team-Based Learning™

Instructional Activity Sequence
(Repeated for each major instructional unit, i.e., 5-7 per course)
Readiness Assurance
Preparation
(Pre-class)
1.
Individual
Study
Application of Course Concepts
Diagnosis-Feedack
Development of Students’Critical Thinking Skills
20%-30% of class time
70%-80% of class time
2.
Individual
Test
3. Team
Test
5.
Instructor
Input
4. Written Appeals
(teams)
Team-Based Learning™
• Instructional Activity Sequence (for each unit)
Readiness Assurance
Preparation
(Pre-class)
1.
Individual
Study
Application of Course Concepts
Diagnosis-Feedback
Development of Students’Critical Thinking Skills
1 hour + or -
A few minutes to several hours (Integrative)
2.
Individual
Test
3. Team
Test
5.
Instructor
Input
6. Application/Critical
Thinking-focused
Activities & Problems
4. Written Appeals
(teams)
Readiness Assurance Process Ensures:
1.
2.
3.
4.
5.
Effective and efficient content coverage.
Development of real teams and team interaction skills.
An experience-based insight about the value of diverse input.
Development of students’ self-study & life-long learning skills.
Class time to develop students’ application/critical thinking skills.
Traditional Teaching vs. TBL Strategy for Developing
Concept Application Skills:
Traditional Teaching
 Class discussion?
 Individual papers
and/or projects
 Group papers
and/or projects
(outside of class)
Team-Based Learning
 IN-CLASS Team Work
 Specific choice tasks–
to create discussion:
– Within teams
– Between teams
– With/from instructor
(to confirm/challenge
& add to points made
by students)
Traditional Teaching vs. TBL Strategy for Developing
Interpersonal and Team Skills:
Traditional Teaching
Team-Based Learning
 “Sink or Swim” at
 In-class, decisionbest.
based tasks which
promote discussion &
 Mostly individual (not
group) work–done by provide immediate
feedback to:
“divide & conquer”
– Ensure individual &
 Promotes negative
team accountability.
attitudes about group
– Develop real teams.
work (especially with
– Enhance students’
top students.)
teamwork skills.
Traditional Teaching vs. TBL Strategy for Developing
Life-Long Learners:
Traditional Teaching
 Counterproductive
(lectures promote
dependence on
instructor.)
Team-Based Learning
 Process creates
competent and
confident learners.
They experience
learning from:
– Individual study.
– Discussion with peers.
– Choices/consequences
(open book–much like
“on the job training” )
Poll #5
Top students are held back
when they are required to
work in a group.
True?
or
False?
Gain (or loss) based on
comparing the score of
each team to the score of
its own BEST member.
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Having the score of the lowest
team higher than the highest
individual in an entire class is:
 Highly
unusual?
 The normal outcome?
 Not sure?
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
In past 31/2 years (8 classes –
335 students in 58 teams):


Individual scores (range = 125-271)
Team scores (range = 274-339)
60
50
40
30
20
10
0
Individual
Team
IBE at UCM (51/2 years):
 516
students in 88 teams.
 4 individuals higher than the
lowest of 88 teams (<1%).
Since 1986—6,161
students in 1,115 teams:
 1,114
teams scored higher
than their own BEST member
(99.9+% of teams).
 1 individual outscored his
team (<.1% of teams).
Poll #6
If you use group assignments,
you frequently end up having
to spend time helping groups
resolve internal conflicts.
1) Strongly disagree
2) Disagree
2) Neither agree nor disagree
4) Agree
5) Strongly agree
Poll #7
What was the primary “product”
that was used to determine the
grade in the group you picked as
having the most negative outcome
of any group you know of?
a) A group paper
b) A group presentation
c) Both a paper and a presentation
d) Other
Questions?
www.teambasedlearning.org