Embedded Files
Brame, C. J. (2013). Team-based learning. Vanderbilt University Center for Teaching, https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/.
Team-based Learning Model
Team-based Learning Model
Team-Based Learning implementation is based on four underlying principles (Michaelsen & Richards 2005):
1.Groups should be properly formed (e.g. Intellectual talent should be equally distributed among the groups). These teams are fixed for the whole course.
2.Students are accountable for their pre-learning and for working in teams.
3.Team assignments must promote both learning and team development.
4.Students must receive frequent and immediate feedback.
Final marks are a combination of the individual readiness test and the final product of the group. The readiness test might not reach high into the taxonomy of thinking, but the group work will be open ended in most cases.
Formative Group Work
Formative Group Work
Students can develop skills prior to assessment tasks. Give students a chance to learn collaboration skills in low stakes setting
e.g. group reading tasks to produce a summary to share with the class orally or in writing,
e.g. group presentations to class of basic knowledge needed for subsequent summative tasks,
e.g. making a research poster for the google classroom or classroom wall.
This could be followed by a reflection task, with the provision of peer feedback.
Working in the world
Stock image- frepik.com/ rawpixel.com
Assigning Industry Specific Roles in Groups
Assigning Industry Specific Roles in Groups
Simulated Learning experiences such as:
Industry-like experience, e.g. product pitch, court case
Rotating Responsibilities to optimise learning opportunities
For example equally critical roles:
CFO, CEO, Board Member
Prime Minister, Minister of Health.
Designer, editor, content creator, photographer
Interactive Oral Assessment
Interactive Oral Assessment
Consider research into Interactive Oral assessment which can be undertaken in group situations.
Interactive Oral Assessment; an authentic and integral alternative to examination.
Contracts
Contracts
Clear contracted allocation of tasks, production expectations and timelines, behavioural expectations, and conflict resolution method that all sign up to. Provides some clear metrics for process, and contribution could be formative, or part of evidence for assessment of the final product.
For example:
Tasks:
Who will do it:
Timeline:
Interim Feedback from Group, ie will they accept the contribution toward final product as it is progressing:
Was it done on time?
Sample From Carnegie Mellon University Eberly Centre for Teaching Excellence and Educational Innovation
Sample Team Contract
Team Name: ________________________ Date:______________________________
GOALS:
What are our team goals for this project?
What do we want to accomplish? What skills do we want to develop or refine?
EXPECTATIONS:
What do we expect of one another in regard to attendance at meetings, participation, frequency of communication, the quality of work, etc.?
POLICIES & PROCEDURES:
What rules can we agree on to help us meet our goals and expectations?
CONSEQUENCES:
How will we address non-performance in regard to these goals, expectations, policies and procedures?
We share these goals and expectations, and agree to these policies, procedures, and consequences.
Team member names and signatures
Activity 5.1 Choose one of the following tasks to evaluate and improve, or adapt to your context.
Consider the following:
Is this too elaborate?
What skills are being assessed?
Does the format of assessment distract from the assessment itself?
Is the assessment reliable?
Does the application of skills in this simulation required give a good understanding of the content knowledge of students.
Example A
Example A
Group Composition and Performance (40% of 1.0 Unit)
(Group Composition 20%/ Individual Performance 20%)
The Group Performance will be a piece of original theatre which:
• is a complete theatrical statement demonstrating a sense of dramatic shape and structure
• provides opportunity for each student to demonstrate his or her performance skills
• designs basic lighting and set
• develops groups skills in a creative context
• is performed by no fewer than three and no more than six students
• is 8–12 minutes in duration.
Students will perform for a group of Arts teachers who will assess the performance and script.
It is in the student’s best interest to work within the specified time frame. Performances under time will be penalised and those significantly over time will be stopped by the examiners. This may lead to serious disadvantage. The teacher will act as a supervisor and facilitator, using a variety of strategies, including advice and assistance, to be recorded in the log book. However, at no time should the teacher, or any other adviser, including outside tutors, assume the role of director.
As part of the Group Performance, each student is required to present a logbook of his/her involvement in, and reflections on, the development of the performance.
The assessors might consult these to assist them in their deliberations. However, they will not be used as part of the examination mark directly. It will function as a personal record of the students’ involvement in the production process, to demonstrate the student's independent creative process presented in the performance as a mark of academic and creative integrity.
The logbook should provide:
• a record of initial ideas shared
• a record of research and reading undertaken and how this contributed to the process
• an ongoing description and analysis of problems encountered and strategies used in finding solutions
• a record of constructive advice and comments received from audiences, such as fellow students, parents and friends, and teacher of works-in-progress
• comments on aspects of staging, lighting and design, where applicable
• a record of the final product
Example B
Example B
Teacher observed planning meetings in which each group member must present an idea/proposal/product pitch for five minutes. A clearly scaffolded presentation/pitch/proposal format has been provided. Then the group takes turns responding to the proposals spontaneously, three minutes each. Then five minutes open discussion. Then a vote on the plan that will be implemented. This can be an assessable part of the overall task. Teacher only intervenes if things get mean.
Class time has regular meeting, with a rotating chair, for which students produce a clear agenda. Teacher can circulate and observe meetings to derive formative or summative assessment data.
Class time has structured activities to support contributions from each group member towards the final task. Contributions are monitored and assessed over time and balanced against the final product score/grade.
Clear expectations around group contributions articulated in task sheet and rubric for task.
Example C
STEM Olympiad
Preparation:
Students practice solving problems in groups with teachers providing help in how to coordinate problem solving in groups. They prepare with open book. They solve problems using concepts and skills to be covered in the Olympiad.
Phase One 70%
Students form teams of three.
Students answer three time limited problems that require conceptual understanding for three hours, i.e. written answers to the front desk by the allotted time.
Phase Two 30%
Students individually under take a forty-five minute paper of unseen data-based problems in their discipline that cover similar areas as explored in the preparation and in the Olympiad.
Page updated
Report abuse