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TEAM BASED LEARNING: MOVING FROM STORMING TO PERFORMING Diana McIntyre , Student Success Coordinator Doug LaPorte , Instructor, Building Industry Practices Robert Malowany , Counsellor TEAM BASED LEARNING Coming Together is a Beginning… Keeping Together is Progress…

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team based learning




Diana McIntyre, Student Success Coordinator

Doug LaPorte, Instructor, Building Industry Practices

Robert Malowany, Counsellor

team based learning2

Coming Together is a Beginning…

Keeping Together is Progress…

Working Together is SUCCESS.

Henry Ford

  • Welcome
  • How we arrived here!
    • The conception and development of Team Based Learning
  • Team Competition and Team Reflection
  • Module Breakdown
  • Perspectives of a Faculty Member
  • Team Based Learning Outcomes
  • Next Steps
  • Students’ Perspectives
  • Questions/Answers
team competition


Find the coloured paper that was on your chair.

Find group members with the same coloured paper and form your group.

Please introduce yourself to your team.

Choose which hand you are going to use for this exercise; place your other hand behind your back.

With your team members (and keeping your one hand behind your back), create a paper airplane with the paper provided (1 sheet).

Once complete, aim to hit the bulls eye with your plane.

4 Minutes

  • What was it like being given a task to work with people you didn’t know?
  • Did you recognize skills and/or abilities of others? What were they?
  • Would you have preferred to do this exercise on your own instead of with a group?
  • Is there anything you would change if you had to do it over again?
the process

Student Success/Counselling delivered 3 Modules (6 hours of class time)

Students were required to submit individual and group assignments on group process (20% of final mark)

Student Success/Counselling available to teams for group process consultation as needed

Encouraged purchase of reference textbook: Successful Teamwork, by Peter Levin (McGraw-Hill, 2005)

module 1
Module 1

1. Formation of Groups

How:Alphabetically by section

Why:To efficiently work with large groups of students; also represents reality, that you rarely (if ever) get to choose your co-worker

Outcomes:Grumbling Students; uncertainty; student feedback (after semester) that they were glad they didn’t work with friends

module 19
Module 1

2. Group Relationship Building

How: Introductions in groups, sharing of goals, backgrounds and similarities, sharing of past group experiences, and why they chose this program

Why: Key to begin building relationship/cohesion to facilitate comfort in group; to be aware of skills each member was bringing to group; a fun opportunity to see how each other worked

Outcomes: “It was helpful to spend some time with my group members before I actually worked with them.”

module 110
Module 1

3. Team Competition

How: Egg Drop/Tower Building Exercise/ Nursing Fashion Show

Why: A fun group activity to help build relationships and to discover strengths/ personalities of group members

Outcomes: Student feedback stated that this was a good way to “break the ice” and develop relationships

module 111
Module 1

4. Reflection on Benefits of Team

How: Large class debriefing and discussion of competing in a group scenario

Why: To identify benefits/challenges from competition experience group members may have to face in upcoming project

Outcomes: Majority of students voiced opinions that it is advantageous to work in groups to determine plan of action and for everything to get done in time

module 112
Module 1

5. Team Evaluation of Competition Performance

How: Paper evaluation based on “Elements of Effective Teamwork”; all group members had to agree on scores

Why: To begin to identify strengths in the group and areas that may need some attention

Outcomes: Some unrealistic scores (i.e.: all 5/5); some became more attentive of areas which they may need to pay extra attention

module 2
Module 2

1. Employers’ Expectations

How: Watched video of an employer that focused on interview questions asked pertaining to team work

Why: To facilitate understanding of why team work is important to employers and what they are looking for in new recruits

Outcomes: Students became aware and better prepared and could use this experience as a concrete example when talking about team work

module 214
Module 2

2. Introduction of “Elements of Effective Teamwork”

How: Individuals reflected on best/worst group experiences, and identified why they worked/did not work

Why: To begin to identify key aspects of successful teams as well as important skills required for an effective team; to understand differences between “Team” and “Group”

Outcomes: Students began to understand how to approach working in a “team” situation as opposed to “group”

module 215
Module 2

2. “Elements of Effective Teamwork”











module 216
Module 2

3. Identifying Personality Styles/Preferences

How: Introduced personality styles/preferences*; students identified their preferences and then discussed common and potential conflicts because of personality differences

Why: To equip students with understanding of personality differences that occur in groups

Outcomes: Students were better prepared to deal with differences/conflicts with group members

*As identified by Karl Jung and developed by Myers/Briggs

module 217
Module 2

4. Stages of Group Process

How: Presented and discussed stages through which groups commonly progress

Why: To proactively identify potential challenges and necessary stages for typical successful groups

Outcomes: Group members became more open to challenges of various stages and began to recognize the importance of stages

module 218
Module 2


module 219
Module 2

5. Conflict Management Styles

How: 1. Facilitated discussion on defining conflict and introduced Conflict Management Styles (Thomas-Kilmann Conflict Mode Instrument (TKI) 2002)

2. Case Scenarios (Group)

3. Factors Contributing to Conflict

4. Principles of Conflict Resolution

Why: To have students understand that conflict is a natural part of team process, and providing them with tools to work through it

Outcomes: Students were able to identify the source of the conflict, their response to conflict and effective strategies to resolve conflict.


Five Conflict-Handling Modes / Styles


Attempts to work with other

person to find a solution that

fully satisfies concerns of both



Pursues own concerns @

others expense


Objective is to find an expedient,

mutually acceptable solution that

satisfies concerns of all


  • Avoiding
  • Does not immediately pursue
  • her/his concerns or those of
  • others


Neglects his or her own concerns

to satisfy concerns of the other






Thomas-Kilmann Conflict Mode Instrument (TKI) 2002

module 221
Module 2

5. Conflict Management Styles

  • Introduction/discussion of Conflict Management Styles (Thomas-Kilmann Conflict Mode Instrument (TKI) 2002)
  • Case Scenarios (Group)
  • Factors Contributing to Conflict
  • Principles of Conflict Resolution
module 222
Module 2

6. Team Contract

How: Introduction of format which group was to use in setting up group procedures

Why: To assist groups in coming to an agreement in how they will operate as a team by having it in writing and signed

Outcomes: Group members were able to refer back to contract when conflicts did arrive, and then take appropriate action (i.e.: firing group member, amendment of SOP, etc.)

module 3
Module 3

1. Process Reflection

How: Reflect on team process to discuss valuable learnings and/or areas that might have been done differently, and then share with large group

Why: To debrief team experience and identify successes/shortcomings as strategic experience for next group challenge

Outcomes: Became a clarification of what worked and what did not work

module 325
Module 3

2. Employer Presentation on Team Based Organizations

How: Utilized an employer as guest speaker to talk about importance of working in team

Why: To reinforce importance of learning skills of team work and development

Outcomes: By hearing from their potential employers, students recognized the importance of team work skills and the need to continually develop them

module 326
Module 3

3. Behavioural Interview Question

How: Review typical industry interview question and discuss in group how to answer with new group experience

Why: To capture new learning of group experience and prepare students for such an interview question

Outcomes: Students now have class experience in groups and can use this exercise to prepare them for job search

module 327
Module 3

4. Team/Peer Evaluation

How: Have individuals evaluate their team and members according to “Elements of Effective Teamwork”

Why: A chance to identify what worked/didn’t work, so as to go away with insight for next group project; to verify if difficulties mentioned in evaluation were identified in reflection forms

Outcomes: A clearer understanding of interactions, difficulties and successes through actual experience

module 328
Module 3

5. Process Feedback

How: Facilitation of feedback on pilot project in class as well as with focus group

Why: To gain perspective and evaluation of pilot project from student participants

Outcomes: Adjustments were made to contents of modules, reflection process/schedule, and roles of Peer Team Advisors were implemented

team based learning29

Perspectives from Faculty Members

“I'm still glowing with the excitement and happiness you all brought to my classes this week.  How many times do you see students literally dance out of class.............what a great introduction to team work in the collaborative program!!”

“My class loved your workshops.  I had a couple of students attend that I had never seen before...I think the word got out from the other sections that the class would be fun (and perhaps important) and thus they decided to attend.  I'm sure that team learning will help them.”

tbl today
TBL Today…
  • Research
  • Linked Course
  • Growth across College
  • Customization
  • Peer Team Advisors
  • First Alert
team based learning32




Diana McIntyre, Student Success Coordinator

Doug LaPorte, Instructor, Building Industry Practices

Robert Malowany, Counsellor