Upload
henry-russell
View
221
Download
0
Embed Size (px)
Citation preview
Team-based LearningSimon Tweddell @simontweddell
Rebecca McCarter @beckmccarterUniversity of Bradford
Why TBL? The TBL Process Our Experiences of TBL RAP and Application Exercises Summary Q&A
Content
Drivers for Change◦ Growing student
numbers◦ Surface learners◦ Disengaged
learners◦ Disruption and
absenteeism New UG MPharm
Programme◦ Engaging L&T
Strategy
What we liked about TBL◦Benefits of
Small Group Learning but scalable
◦Accountability to self and team
◦Removes passivity
◦Removes anonymity
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
Permanent Teams Individual study of content out-of-class Readiness Assurance Process (RAP) Application Exercises Peer Evaluation
Team-Based Learning
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT • ~10 MCQs
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT• tRAT
• Same Test as a team
• IF AT cards
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT• tRAT • Appeals
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT• tRAT • Appeals• Corrective Instruction
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT• tRAT • Appeals• Corrective Instruction
Application Exercises70-80% of class time
• Significant• Same• Specific
Choice• Simultaneo
us
ContentPre-class
• Individual Study
• Directed to Learning Resources
A Team-based Learning Unit
Readiness Assurance Process20-30% of class time
• iRAT• tRAT • Appeals• Corrective Instruction
Application Exercises70-80% of class time
• Significant• Same• Specific
Choice• Simultaneo
us
• Intra-team discussions
• Inter-team discussions
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
TBL – Having a go yourself
Which of the following do you believe is the MOST important benefit of TBL?
A Increased course coverageB Enhanced student attendanceC Increased student engagementD Reduction in staff workloadE Increased student attainmentF Enhanced student motivationG Promote deeper approaches to learningH Development of skills to enhance employability
Application Exercise 1
Which of the following aspects of TBL do you feel is the MOST challenging 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
Application Exercise 2
Where in the TBL cycle do you believe is the MOST effective at developing deep approaches to learning
A. Pre-readingB. iRATC. tRATD. AppealsE. Corrective InstructionF. Application ExercisesG. Discussion of application exercises
Application Exercise 3
Benefits Challenges Staff and Student Positives and Negatives Outcome Data Employability skills Summary of Lessons Learned Estate
Our Experiences of TBL
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
“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
“100% never going back.” 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
“The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is
unbelievable.” Staff
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
“Some faculty need to improve the way they ask the questions” - Student
“You definitely need more preparation time and to learn how to facilitate discussions”
Staff
“For me the most difficult part of TBL is writing application
exercises that challenge them as a team” 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
TBL: really good
opportunity to share
understanding and
discuss with peers and
tutors
I found that the TBL learning
was a lot more effective for
myself and that I learnt more
this way
The team based learning was of huge help of me understanding
topics as you can get other peoples
view point
Student Positives
TBL works much better than group
work, encourages me to revise in stead of leaving it all till the
end of the year
Student Negatives
TBL exercises should have a
more strict time limit
The application exercises took up
too much time
iRATs iRATs iRATs tRATs
Lowest Mean Highest
% increase
on highest
% increase on mean
1 53 76 86 95 10.5 20.02 65 71 79 95 20.3 25.33 59 75 90 97.5 8.3 23.14 60 69 76 94 23.7 26.65 55 69 84 97 15.5 28.96 70 77 83 97 16.9 20.67 61 78 87 100 14.9 22.08 60 69 77 99 28.6 30.39 70 79 85 98 15.3 19.4
10 51 68 77 96 24.7 29.211 78 84 90 98 8.9 14.312 60 77 88 98 11.4 21.413 67 80 87 98 12.6 18.414 58 76 86 98 14.0 22.415 70 78 87 96 10.3 18.816 75 81 86 96 11.6 15.617 58 67 77 95 23.4 29.5
Mean increase 15.9 22.7
No individual student outperformed any team
Highest individual 4 percentage points behind lowest performing team
iRATs iRATs iRATs tRATs
Lowest Mean Highest
% increase
on highest
% increase on mean
1 53 76 86 95 10.5 20.02 65 71 79 95 20.3 25.33 59 75 90 97.5 8.3 23.14 60 69 76 94 23.7 26.65 55 69 84 97 15.5 28.96 70 77 83 97 16.9 20.67 61 78 87 100 14.9 22.08 60 69 77 99 28.6 30.39 70 79 85 98 15.3 19.4
10 51 68 77 96 24.7 29.211 78 84 90 98 8.9 14.312 60 77 88 98 11.4 21.413 67 80 87 98 12.6 18.414 58 76 86 98 14.0 22.415 70 78 87 96 10.3 18.816 75 81 86 96 11.6 15.617 58 67 77 95 23.4 29.5
Mean increase 15.9 22.7
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)
SubscaleAccountability Score
Preference for TBL
Satisfaction with TBL Total Score
Range 8-40 16-80 9-45 33-165
Neutral 24 48 27 99
MPharm 33.2 57.6 36.5 127.2
Employability Skills◦Collaborative◦Communicati
on◦Critical
thinkers◦ Independent
learners◦Confidence◦Teaching
Benefits◦Attendance◦Engagement◦Peer Learning
◦Peer Support◦Improved satisfaction
◦Improved results
◦Fun
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
Estates and Facilities
Estates and Facilities
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 [email protected] [email protected]