An Introduction to Team-Based Learning

1. An Introduction to Team-Based Learning

2. TBL in Economics 301

3. www.teambasedlearning.org/

4. Team formation • How many? • 5-7 members • What about big classes? • Survey, instructor forms teams

5. TBL in action: RAP • Please line up if: • You have used TBL before • You spend more than half of class time doing some form of active learning • You teach classes larger than 100 students • You primarily teach Principles courses • You have been teaching longer than 10 years • You do not teach but are otherwise working with economics instruction

6. TBL in action: RAP • Use index cards in team envelopes to record individual responses to RAT • When you are done, place your card back in the envelope • When everyone on the team is done, bring envelope up to panel [‘two-minute rule’ in effect after first team finishes] • Once all team envelopes collected, begin team RAT using IF-AT scratch-off form

7. Readiness Assurance Process • IF-AT: Immediate Feedback Assessment Technique • Forms from Epstein Educational Enterpriseshttp://www.epsteineducation.com

8. Peer Evaluations • Quantitative AND qualitative • Mid-term and end-of-term • Incorporated into final grade • Add-on • Weighted approach

9. Application Exercises: 4S’ • Significant problem • Specific choice • Same problem • Simultaneous reporting

10. TBL module sequence Readiness Assurance Process Individual test Team test Appeals Clarifying instruction (mini-lecture) Team applications In class Outside class Readings Homework

11. Which of the following is likely to be the biggest problem faculty have with students in a TBL course? • Students do not do the pre-class preparation work • Free riders during team activities • Personality conflicts among teammates • Student complaints that the professor is not ‘teaching’ • Other (be specific)

12. Students attend, prepared, participate • Accountability from team • “Where were you?” • Free riding is obvious • Peer evaluations • Grades • Individual quizzes, responses • Peer evaluations • KEYS: well-designed teams and application activities

13. Students may need convincing • “When I learned that the whole class is developed around teams I said to myself "oh here we go, others are gonna band wagon on few people's hard work" as it always turns out that way with teams. But the way Professor Imazeki set up the teams really worked out well. Everyone had good input. I enjoyed working on my own at home and comparing my findings with my teammates in order to reach collaborative answers in class. I have never had such great experience with team work.”

14. Which of the following is likely to be the biggest problem faculty have with students in a TBL course? • Students do not do the pre-class preparation work • Free riders during team activities • Personality conflicts among teammates • Student complaints that the professor is not ‘teaching’ • Other (be specific)

15. Learning by doing • “In other classes I only listen to what the professor is saying without actually thinking about it. This approach also made me understand the material in a deeper manner.” • “Made me work harder and yet it felt as though it was one of my easier classes.”

16. Student responses: • “The team-based approach makes me more likely to attend class.” • Strongly agree or agree: 90% • Strongly disagree or disagree: 1% • “In the future, I would select a course section which uses the team-based approach over another section of the same course which does not use this approach.” • Strongly agree or agree: 80% • Strongly disagree or disagree: 4%

17. Designing a TBL course Always keep the end in mind: • What do you want students to be able to do? • What skills do they need and concepts do they need to understand to achieve that goal?

18. Backward course design: Begin with the end

19. Identify results (learning outcomes/ objectives) What do you want students to learn? Determine acceptable evidence (assessment) What do you want students to do to provide evidence of learning? What questions or tasks will help students develop necessary skills and provide that evidence? Plan learning experience and instruction (assignments, activities)

20. Plan in-class experience and instruction (assignments, class activities) Plan pre-class experience and instruction (readings, content sources) What core content do students need before they can perform course tasks? What questions or tasks will help students develop necessary skills and provide that evidence? Plan learning experience and instruction (assignments, activities)

21. http://Economicsforteachers.blogspot.com Questions?Jennifer Imazekijimazeki@mail.sdsu.edu