Transcript Team-based Learning, PBL, & *Flipping the Classroom*

Integrating
Team-based Learning & PBL
Mark A. Serva, Ph.D.
University of Delaware
Team-based Learning
• Originated by Larry Michaelson in the late 1970s at
University of Oklahoma
• Sought a method of connecting with students in large
sections without resorting to lecture
• Discovered that not only did students tolerate the large
sections, they thrived
Four Essential Principles of TBL
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Groups must be properly formed and managed
3.
Group assignments must promote both learning and team
development
4.
Students must have frequent and timely performance feedback
Students must be held accountable for their individual and group
work
Michaelson, L., Knight, A., and Fink, D. (2002). Team-based Learning: A Transformative Use
of Small Groups, Praeger Publishers: Westport, CT.
What is Team-based Learning?
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Planning Phase
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Instructor breaks a class into 5-7 modules that are approximately 2-3
weeks long
Instructor identifies the key learning objectives within each module
Learning objectives should emphasize “doing” as well as “knowing”
Preparation Phase
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Before the start of each module, students are assigned readings,
exercises, videos, or other preparatory materials
Goal is not mastery, but instead an introduction to concepts and ideas
(TOC versus index)
At the start of a module’s first class, a RAP (Readiness Assessment
Process) is administered
TBL (continued)
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Application Phase (the “fun stuff”!). Teams:
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Solve Problems (PBL!)
Apply the concepts in a tangible manner
Focus on formative—not summative—assessment
Are continually challenged as problems increase in difficulty as the
module progresses
Assessment Phase
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Allow students to demonstrate their mastery
Summative assessment and individual accountability
Sequence of learning activities
Preparation Phase: RAP
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Assign Readings/Videos in Preparation Phase
Individual RAT (iRAP). Each student takes a 5-10 question quiz on
the assigned material.
Team RAT (tRAP). Each team takes the SAME quiz on the assigned
material using the IFAT. During this time, the iRATs are graded.
Appeals. Students may appeal to earn back a question by writing a
short defense of their answer.
Oral Instructor Feedback. Based on RAP performance, instructor
tailors his/her follow up comments.
Why is the RAP an effective process for kicking off a module?
Application Phase
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TBL recommends using the 4S approach for developing problems
The 4S’s Mnemonic:
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Significant problem: Students are given an authentic and relevant problem
Same problem: Each team works on the same problem, case, or question.
Specific choice: Each team applies theoretical concepts to make a specific choice.
Requires teams to synthesize work into a cohesive response.
Simultaneously report: All teams report their specific choice simultaneously, not
sequentially.
To increase interest, draw
a number line on the
board and have teams put
an X on their answers all
at the same time
4S Example: Probability & Statistics
You are in charge of Casino Night for your college organization, and
have been asked to design a Pick Six Lottery for use that evening.
About 200 people are expected to attend. Make a specific
recommendation on:
How many numbers should
players be able to choose from?
Based on the above, be prepared to discuss (1) The probability that
someone will win (2) How much a winner should win, and (3) why your
selection is the optimal one.
PBL versus TBL
• Group Size
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PBL varies, but typically 4-5
TBL: 5-7
• Nature of the problems
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TBL focuses on the 4S model
PBL is more open, focusing on challenging problems
More similar than different, in practice
Integrating TBL with PBL
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TBL provides an effective and useful model “around” PBL
The RAP provides a mechanism for student accountability, a
common criticism of PBL
PBL provides a broader framework for in-class problems, while
TBL provides a more directed approach.
Both TBL and PBL can be used to change up a class and
heighten learning
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Synergies
TBL
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Provides a broader framework for in-class problems
Focuses on “the problem” as motivation for learning
Flipping
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TBL also provides a directed framework for creating in-class
exercises
PBL
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TBL provides a method for ensuring student accountability
through the RAP
Leverages the new resources that are available to enable both
TBL and PBL
All three can (should?) be integrated to improve the classroom
learning experience