Team-based Learning

1. Team-based Learning Simon Tweddell @simontweddell Rebecca McCarter @beckmccarter University of Bradford

2. Content • Why TBL? • The TBL Process • Our Experiences of TBL • RAP and Application Exercises • Summary • Q&A

3. Drivers for Change • Growing student numbers • Surface learners • Disengaged learners • Disruption and absenteeism • New UG MPharm Programme • Engaging L&T Strategy

4. What we liked about TBL • Benefits of Small Group Learning but scalable • Accountability to self and team • Removes passivity • Removes anonymity

5. What we wanted students to do: • Prepare for class • Come to class • Participate and engage in • Be able to apply knowledge • Take a deep approach to their learning

6. Team-Based Learning • Permanent Teams • Individual study of content out-of-class • Readiness Assurance Process (RAP) • Application Exercises • Peer Evaluation

7. A Team-based Learning Unit • Content • Pre-class • Individual Study • Directed to Learning Resources

8. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Content • Pre-class • iRAT • ~10 MCQs • Individual Study • Directed to Learning Resources

9. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Content • Pre-class • iRAT • tRAT • Same Test as a team • IF AT cards • Individual Study • Directed to Learning Resources

10. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Content • Pre-class • iRAT • tRAT • Appeals • Individual Study • Directed to Learning Resources

11. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Content • Pre-class • iRAT • tRAT • Appeals • Corrective Instruction • Individual Study • Directed to Learning Resources

12. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Application Exercises • 70-80% of class time • Content • Pre-class • iRAT • tRAT • Appeals • Corrective Instruction • Individual Study • Directed to Learning Resources • Significant • Same • Specific Choice • Simultaneous

13. A Team-based Learning Unit • Readiness Assurance Process • 20-30% of class time • Application Exercises • 70-80% of class time • Content • Pre-class • iRAT • tRAT • Appeals • Corrective Instruction • Individual Study • Directed to Learning Resources • Intra-team discussions • Inter-team discussions • Significant • Same • Specific Choice • Simultaneous

14. TBL – Having a go yourself • Team Formation • Used TBL before? • Read about TBL before? • Used flipped teaching before? • Used in–class group work before • Anyone else • Pre-reading – 5 minutes • RAP Process • iRAT – 3 minutes • tRAT – 5 minutes • Application Exercises

15. Application Exercise 1 Which of the following do you believe is the MOSTimportant benefit of TBL? A Increased course coverage B Enhanced student attendance C Increased student engagement D Reduction in staff workload E Increased student attainment F Enhanced student motivation G Promote deeper approaches to learning H Development of skills to enhance employability

16. Application Exercise 2 • Which of the following aspects of TBL do you feel is the MOSTchallenging to staff? • A. Writing the Student Study Guide/identifying appropriate reading • B. Writing the RAT questions • C. Writing application exercises • D. Facilitating application exercises • E. Giving the corrective instruction • F. Mastering the technology • G. Managing the timings of application exercises • H. Managing the appeals process

17. Application Exercise 3 Where in the TBL cycle do you believe is the MOSTeffective at developing deep approaches to learning • Pre-reading • iRAT • tRAT • Appeals • Corrective Instruction • Application Exercises • Discussion of application exercises

18. Our Experiences of TBL • Benefits • Challenges • Staff and Student Positives and Negatives • Outcome Data • Employability skills • Summary of Lessons Learned • Estate

19. “TBL has been so good and rewarding to the point that I am suggesting that we use it within the optional modules. It almost makes me want to be a first year again.” – 4th year Student Outcomes:Benefits • Students • Mostly very positive • Enjoyable experience • 4th years helped explain to 1st years • Staff • Students engaged in learning • Students are more confident • Students are less needy and less pastoral issues “The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is unbelievable.”Staff “I would definitely recommend TBL because you get the chance to apply your knowledge. It stays in your mind a lot more and you find your performance is a lot better” –Student “100% never going back.” Staff

20. “Some faculty need to improve the way they ask the questions” - Student Outcomes - Challenges • Large scale change • Human resource • Managing Expectations • Faculty • Students • Facilitation skills • Application exercises • Authentic, integrated and challenging • Timings • Difficult concepts • Student Support Sessions • Age/experience? • Technology “You definitely need more preparation time and to learn how to facilitate discussions” Staff “They need to be stricter with timings, you’re often waiting for everyone to finish when you could move on to the next exercise.” Student “For me the most difficult part of TBL is writing application exercises that challenge them as a team” Staff

21. Student Positives I found that the TBL learning was a lot more effective for myself and that I learnt more this way TBL: really good opportunity to share understanding and discuss with peers and tutors The team based learning was of huge help of me understanding topics as you can get other peoples view point TBL works much better than group work, encourages me to revise in stead of leaving it all till the end of the year

22. Student Negatives TBL exercises should have a more strict time limit The application exercises took up too much time

24. No individual student outperformed any team Highest individual 4 percentage points behind lowest performing team

25. Outcomes – Comparative data • Performance in written assessment • 7% increase in one final year module • 13% increase in one final year module (two cohorts) • Heidi Mennenga’s Team-Based Learning Student Assessment Instrument (TBL-SAI)

26. Employability Skills • Collaborative • Communication • Critical thinkers • Independent learners • Confidence • Teaching

27. Benefits • Attendance • Engagement • Peer Learning • Peer Support • Improved satisfaction • Improved results • Fun

28. Lessons Learned • Help and support invaluable • Staff Development • Preparation time • Peer review • Writing effective application exercises that are authentic and challenging • Taster sessions at interview

29. Estates and Facilities

30. Estates and Facilities

32. References and Further Resources • TBLC • www.teambasedlearning.org • http://www.utexas.edu/academic/ctl/largeclasses/#tbl • https://www.youtube.com/watch?v=XHJUTUgBVaE&feature=youtu.be • Listserv • s.j.tweddell@bradford.ac.uk • r.m.mccarter@bradford.ac.uk