For your personal use only.
Unless you obtain written
permission from Larry
Michaelsen, Please do not:
 Use
as part of a presentation
to other faculty.
 Duplicate or reproduce.
 Post on a web site.
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 at least as committed
to developing students’ ability to apply
content as he or she is to covering it.
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
Diagnosis-Feedback
Development of Students’Critical Thinking Skills
1 hour + or -
A few minutes to several hours (Integrative)
2.
Individual
Test
3. Team
Test

Application of Course Concepts
5.
Instructor
Input
6. Application/Critical
Thinking-focused
Activities & Problems
4. Written Appeals
(teams)
Readiness Assurance Process Ensures:
–
–
–
–
–
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” )
The Readiness Assurance
Process
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Team
Test**
Appeals***
Questions/
Discussion
Readiness Assurance Test Activity Sequence
Individual
Test*
Team
Test**
Appeals***
Questions/
Discussion
If you finish early:
Mark both test &
answer sheet (4
points per line)
• Read the instructions for the:
 team test
 appeals
• Collect the answer sheets and
put them in the team folder.
Timing:
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Timing:
Team
Test**
Appeals***
Questions/
Discussion
Don’t forget –
every member
should record the
team score on
every question.
Readiness Assurance Test Activity Sequence
Individual
Test*
Mark both test &
answer sheet (4
points per line)
Timing:
Team
Test**
Appeals***
Questions/
Discussion
Questions about the
Readiness Assurance
Process?
www.teambasedlearning.org
Spring 2013
(10 teams)
Gain (or loss) based on
comparing the score of
each team to the score of
its own BEST member.
Spring 2013
(10 teams)
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Spring 2013
(10 teams)
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Having only one individual score
higher than the lowest team in
an entire class is:
1.
2.
3.
An unusually low number
About normal
More than normal—the lowest
team score is usually higher
than the best individual score.
Fall 2012
(15 teams)
Gain (or loss) based on comparing the score of each
team to the score of its own BEST member.
Spring 2012
(15 teams)
Gain (or loss) based on comparing the score of each
team to the score of its ownBEST member.
IBE at UCM (91/2 years):



1063 students in 165 teams.
22 individuals higher than the
lowest of 165 teams (2%).
Only 3 (of 19) classes had any
individual score higher than
the lowest team in the class.
Since 1986 — 6,555
students in 1,182 teams:
1,181 teams scored higher
than their own BEST member
(99.9+% of teams).
 1 individual outscored his
team (<.1% of teams).

True or False:
Top students are treated
unfairly if their grades are
heavily influenced by
group work.
False!!!
Keys to Designing
Effective Group
Assignments
Effective Team Assignments
Maximum learning occurs when assignments at
each stage are characterized by ”4 S’s":




Significant Problem. Problem involves issues that are
significant to students.
Same Problem. Individuals/groups are working on the
same problem, case or question.
Specific Choice. Individuals/groups are required to use
course concepts to make a specific choice.
Simultaneous Report. Individuals/groups report their
choices simultaneously.
Violating/omitting _____ would
have the LEAST negative impact
on the effectiveness of team
assignments?
1.
2.
3.
4.
Significant problem
Same problem
Specific choice
Simultaneous report
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.
Problems GUARANTEED if:



Individuals not accountable for being
prepared for group work.
Groups create the deliverables to be
graded outside of the class..
The form of the deliverables:
– Requires students to create complex and
professional-looking “products.”
– Prevents students from receiving timely and
unequivocal feedback on the thinking that
went into their creation.
Requiring lengthy documents
(or group presentations) is at
the heart of most of the really
bad problems because:


The sensible approach is to divide-up the
task of creating the final “product.” (Thus, it
won’t actually be a group assignment).
Better students are forced to choose
between doing more than their fair share of
the work or facing the very real risk getting
a bad grade.
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.
Problems AVOIDABLE by:



Individual accountability for PRE-class preparation
for group work (Readiness Assurance Process).
Groups create the final product to be graded
during class time.
Using 4 S’s group assignments:
– Significant Problem. Problem involves issues that are
significant to students.
– Same Problem. Individuals/groups work on the same
problem, case or question.
– Specific Choice. Individuals/groups must use course
concepts to make a specific choice.
– Simultaneous Report. Individuals/groups report their
choices simultaneously.
Questions?
www.teambasedlearning.org
Example Application: Muscle Physiology
The two finalists in the world arm-wrestling
championships at Petaluma, California, are wellmatched. Upper body muscle mass, insensitivity to
pain, motivation, and experience are identical between
the two. Vito, a Las Vegas bookie, slips you the results
of each competitor’s physical exam and ‘asks’ you to
predict the winner. What is most likely to determine
the eventual winner?
A.
B.
C.
D.
E.
Maximum cardiac output
Mitochondrial content of the exercising muscles
Muscle glycogen content
Oxygen carrying capacity of the blood
Phosphocreatine levels in the muscles