Team-Based Learning and the Flipped Classroom Approach
The Flipped
Classroom
Team-Based
Learning
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Dr Simon Tweddell
Senior Lecturer in Pharmacy Practice
s.j.tweddell@bradford.ac.uk
@simontweddell
Exploring the Benefits and
Challenges of using TBL
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes
•
Learning Outcomes - b
y the end of this session you
will be able to:
–
Explain how and why team-based learning works.
–
Discuss the benefits and challenges of team-based
learning at programme level.
–
Describe solutions for overcoming these
challenges.
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Programme
•
Why TBL?
•
What is TBL?
•
Team Formation
•
Readiness Assurance Process
•
Application exercises
•
Our Experiences of TBL
•
Discussion and Q&A
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Pharmacy C2012
23rd March 2015
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
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
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
What we wanted students to do:
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
–
Prepare for class
–
Come to class
–
Participate and
engage
–
Apply knowledge
–
Take a deep
approach to their
learning
–
Enjoy classes
What is TBL?
•
“
A special form of collaborative learning using a
special sequence of individual work, group work and
immediate feedback to create a motivational
framework in which students increasingly hold each
other accountable for coming to class prepared and
contributing to discussion
”
.
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Four Key TBL Design Principles
•
Teams must be properly formed and managed
–
Diverse resources
–
Permanent teams formed transparently
•
Students must be motivated to come to class prepared
•
Students must learn to use course concepts to solve
problems
•
Students must be truly accountable
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
Application Exercises
70-80% of class time
•
4S criteria
•
Significant
•
Same
•
Specific Choice
•
Simultaneous
A Team-Based Learning Unit
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance
Process (RAP)
20-30% of class time
Application Exercises
70-80% of class time
•
4S criteria
•
Significant
•
Same
•
Specific Choice
•
Simultaneous
•
Intra-team discussion
•
Inter-team discussion,
debate and justification
Peer Evaluation
•
Formative
•
Summative
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
How does Team Based Learning
Work?
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
18
At a unit level…
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
19
•
Individual
test (iRAT)
•
Team test
(tRAT)
•
Appeals &
instant
feedback
•
What used to
be covered in
lectures
•
Videos &
reading you
MUST complete
before class
•
You solve
authentic
problems
•
Develops both
academic &
employability
skills
Let’s have a go!
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
Team Formation
•
Diverse Teams
•
Team formation
–
Used TBL?
–
Attended a TBL workshop?
–
Completed the Advanced Assignment
•
Student Study Guide - An Introduction to TBL
•
Rank your self from
•
5 - I fully understand it
to
•
1 – I still haven’t got a clue
Readiness Assurance Process
•
iRAT
–
Complete the test
–
Closed Book
–
Individual
–
TP
•
tRAT
–
Closed book
–
Team
–
IF-ATs
•
Appeals
•
Corrective Instruction (Corrective Feedback)
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
From a staff perspective, which of the following do you
believe is the
most
important
benefit
of TBL to students? – 10
minutes
A
Increased breadth of content covered
B
Enhanced student attendance
C
Increased student engagement
D
Reduction in staff workload
E
Increased student attainment
F
Enhanced student motivation
G
Promotes deeper approaches to learning
H
Development of skills to enhance employability
Application Exercise 1
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Application Exercise 2
Which of the following aspects of TBL do you feel
that you (as teachers) will find the
mos
t
challenging
skill? – 10 minutes. Rank these in order
A.
Writing the Student Study Guide
B.
Writing the RAT questions
C.
Writing application exercises
D.
Facilitating application exercises
E.
Giving the corrective feedback after the RAP
F.
Mastering the technology
G.
Managing the timings of application exercises
H.
Managing the appeals process
J.
Managing the peer evaluation process
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Application Exercise 3 – why does
TBL Work? – 10 minutes
Which of the following is the
most
important reason that TBL
works?
A.
Students receive immediate feedback in the tRATs
B.
Students work on challenging and authentic applications
C.
Students are held accountable to their teams
D.
Students are actively applying knowledge to solve problems
E.
Students are able to challenge staff and other student teams
F.
Students relate new knowledge to, and integrate it with,
pre-existing knowledge (constructivist learning theory)
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Reference
•
Hrynchak, P. (2012). The educational theory basis of
team-based learning. Medical Teacher, 34(10), 796–
801. doi:10.3109/0142159X.2012.687120
•
Van der Vleuten, C. P. M., & Driessen, E. W. (2014).
What would happen to education if we take education
evidence seriously? Perspectives on Medical Education,
3(3), 222–232. doi:10.1007/s40037-014-0129-9
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Are they really just
multiple-choice
questions?
Complex data, complex decisions, simple report
A patient come into emergency with the following symptoms... (ADD
appropriately COMPLEX SCENARIO HERE)
A.
What is the first thing you would do? And why?
B. What is the first test you would order? And why?
C. What would be the worst thing to do? And why?
Small Whiteboards
Post-it-Notes
You are consulting for a new business owner
who wants to open a dry-cleaning store in
Norman, Oklahoma. Where would you
recommend locating a new dry-cleaning
business (and why)?
Push Pin in Map
16/09/2024
Gallery Walk
Decisions give visible form to students
thinking and use of knowledge
Text from Bill Roberson
Structure of Application Activities
Our Experiences of TBL
•
Benefits
•
Challenges
•
Staff and Student Positives and Negatives
•
Quantitative data
•
Qualitative data
•
Employability skills
•
Summary of Lessons Learned
•
Estate
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes - Benefits
Outcomes - Benefits
Students
◦
Mostly very positive
◦
Enjoyable experience
◦
4
th
years helped explain to 1
st
years
Staff
◦
Students come prepared
◦
Students engaged in learning
◦
Students are more confident
◦
Students are less needy and
less pastoral issues
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16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes - Challenges
Outcomes - Challenges
Large scale change
◦
Human resource
◦
Managing Expectations
Staff
Students
Facilitation skills
Application exercises
◦
Authentic, integrated and
challenging
◦
Timings
Difficult concepts
◦
Student Support Sessions
◦
Age/experience?
Orientating students
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16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
Employability
Skills
–
Collaborative
–
Communication
–
Critical thinkers
–
Independent
learners
–
Confidence
–
Teaching
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes – Comparative data
Outcomes – Comparative data
Performance in written assessment
◦
7% increase in a stage 4 60 credit module (1 cohort of 200 students)
◦
13% increase in stage 4 20 credit module (2 cohorts of 100 students)
Heidi Mennenga’s Team-Based Learning Student Assessment
Instrument (TBL-SAI)
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research study
•
2 Pharmacy Schools (US and UK)
•
Qualitative Research
•
Thematic analysis
•
Benefits
•
Challenges
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research Study
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research Study
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits
•
Engagement
–
The most tangible positive is 100% attendance. That’s
pretty impressive; you can’t get that almost anyway else.
Having students there is a good starting point
–
Absolute student engagement. When you walk in the
room, [the students] are awake and they’re there.
–
I love the engagement. The most positive thing is the
ability to actually hear them reason. They think it
through and you know that they’ve either mastered or
struggled with the material before they leave the
classroom. You also have that immediate assessment of
where they’re learning is at
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits
•
Peer Learning
–
I hear [students] talking about the issues and
teaching each other in ways that I couldn’t do
because it’s individualized between the students
–
Teams are together all the time so they don’t feel
bad saying “well I don’t understand, how did you
guys get there? Show me!”
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits
•
Teamwork
–
For some students it increases their ability to speak
with others and come to common solutions, to have
differences of opinion but then find one best
answer to a problem. I think it’s pivotal for
healthcare providers to be able to come together
with different opinions on what is best for the
patient, but then come out with one solution in a
relatively timely fashion.
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges
•
Workload
–
Workload is substantially higher than normal
lecturing
–
The first time [faculty] teach it’s a lot of work, but
the second time you have all this data on which
applications went well, which didn’t, how long did
they took. So each year it is less work
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges
•
Facilitation Skills
–
I still find myself talking too much. When you’re not
getting the answers you want then it’s in our nature
to say “let me just tell you”. If [faculty] can hold
back and try to get the students to get there
themselves, then that’s [the sign of] a really good
TBL facilitator
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges
•
Application Exercises
–
Coming up with applications that take a team to
figure out is challenging. You want to keep
[students] engaged by developing diverse types of
applications and ensure they’re relevant to practice
–
I want students to be able to justify their answers.
So I’ll ask a question, more often now than I did
before, where I have multiple correct answers. I
force [teams] to make a choice and then they have
to justify their decision.
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Summary quotes
•
I really enjoy this style of teaching. I really feel that
our students are grasping the concepts a lot earlier
and to a deeper level. For my job satisfaction I really
enjoy the way that we teach. I don’t know if I could go
to a school that was purely lecture-based
•
Wherever I’m teaching, whatever I’m doing for the rest
of my life I will always be, to some degree, using
team-based learning
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Summary Quotes
•
I don’t think we’re perfect or the students are perfect
or TBL’s perfect, but I think it’s far better for student
learning, enjoyment and satisfaction, and the same for
faculty. It’s much more enjoyable to go into class,
even though you’re more vulnerable. There’s more
satisfaction in the interactions you have and knowing
immediately that students are understanding what
you’re talking about and what you want them to learn.
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
Benefits
–
Attendance
–
Engagement
–
Peer Learning
–
Peer Support
–
Improved
satisfaction
–
Improved
results
–
Fun
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Lessons Learned
•
Help and support invaluable
•
Don’t drop any one aspect of TBL
•
Don’t underestimate the preparation time
•
Peer review of TBL resources
•
Writing effective application exercises that are
authentic and challenging
•
Taster sessions at interview
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
References and Further
Resources
–
Books (Michaelsen and Sibley)
–
TBLC
•
www.teambasedlearning.org
•
Contact
–
s.j.tweddell@bradford.ac.uk
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
TBLC Membership
–
Communities of Practice
–
Discounted events
–
Resources
–
Research and collaboration
–
Developmental opportunities
•
ETBLC
–
Masterclasses –
•
University of Dundee – 26
th
June
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
OfS Catalyst Project
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
•
Scaling up the use of Active Learning for
Student Success
•
NTU/ARU/UoB
•
Outcomes
•
Attainment Gap
•
Project Conference
–
Friday 28
th
June
Estates and Facilities
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Questions?
16/09/2024
Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Reality: students are assessment driven
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
58
Why active learning?
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
59
“I hear and I forget.
I see and I remember.
I do and I understand.”
Confucius
Why active learning?
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
60
•
Students were 1.5 times more likely to succeed
with active learning than traditional lectures
(Freeman et al 2014)
•
Students prefer and more likely to complete
courses with interactive and communicative
learning (Rienties & Toetenel 2016)
Why collaborative learning?
“If you want to go fast,
go alone.
If you want to go far, go
together”
African proverb
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
61
Why collaborative?
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
62
Key points for teams
•
5-7 people
•
Instructor formed
•
Long term
•
Maximise diversity
•
Embed Peer Evaluation
16 September, 2024
HEFCE Catalyst Project - Participant Workshop
63
Delve into the world of Team-Based Learning (TBL) and the innovative Flipped Classroom approach with Dr. Simon Tweddell at the Centre for Educational Development. Discover the benefits, challenges, and outcomes of TBL, along with practical strategies for implementation. Explore the driving forces behind adopting TBL, the importance of student engagement, and the impact on learning outcomes. Uncover why TBL is a powerful tool for enhancing collaboration, critical thinking, and active participation among students.
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Team-Based Learning The Flipped Classroom Dr Simon Tweddell Senior Lecturer in Pharmacy Practice s.j.tweddell@bradford.ac.uk @simontweddell 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Exploring the Benefits and Challenges of using TBL 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes Learning Outcomes will be able to: Explain how and why team-based learning works. Discuss the benefits and challenges of team-based learning at programme level. Describe solutions for overcoming these challenges. Learning Outcomes - - b by the end of this session you will be able to: y the end of this session you 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Programme Why TBL? What is TBL? Team Formation Readiness Assurance Process Application exercises Our Experiences of TBL Discussion and Q&A 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Pharmacy C2012 Drivers for Change Growing student numbers Surface learners Disengaged learners Disruption and absenteeism New UG MPharm Programme Engaging L&T Strategy 23rd March 2015 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
What we liked about TBL Benefits of small group learning but scalable Accountability to and team Removes passivity Removes anonymity Benefits of small- - group learning but scalable Accountability to self and team Removes passivity Removes anonymity self 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
What we wanted students to do: Prepare for class Come to class Participate and engage Apply knowledge Take a deep approach to their learning Enjoy classes 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
What is TBL? A special form of collaborative learning using a special sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion . 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Four Key TBL Design Principles Teams must be properly formed and managed Diverse resources Permanent teams formed transparently Students must be motivated to come to class prepared Students must learn to use course concepts to solve problems Students must be truly accountable 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Content Pre-class Individual Study Directed to Learning Resources 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Content Pre-class 20-30% of class time iRAT Individual Study Directed to Learning Resources 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Content Pre-class 20-30% of class time iRAT tRAT Individual Study Directed to Learning Resources IF AT cards Same Test as a team 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Content Pre-class 20-30% of class time iRAT tRAT Challenges Individual Study Directed to Learning Resources 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Content Pre-class 20-30% of class time iRAT tRAT Challenges Corrective Instruction (Feedback) Individual Study Directed to Learning Resources 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Application Exercises Content Pre-class 70-80% of class time 20-30% of class time 4S criteria Significant Same Specific Choice Simultaneous iRAT tRAT Challenges Corrective Instruction Individual Study Directed to Learning Resources 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
A Team-Based Learning Unit Readiness Assurance Process (RAP) Application Exercises Content Pre-class 70-80% of class time 20-30% of class time 4S criteria Significant Same Specific Choice Simultaneous iRAT tRAT Challenges Corrective Instruction Individual Study Directed to Learning Resources Intra-team discussion Inter-team discussion, debate and justification 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Peer Evaluation Formative Summative 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
How does Team Based Learning Work? 18 16 September, 2024 HEFCE Catalyst Project - Participant Workshop
At a unit level Individual test (iRAT) Team test (tRAT) Appeals & instant feedback What used to be covered in lectures Readiness Assurance Process (RAP) Pre-work Videos & reading you MUST complete before class You solve authentic problems Develops both academic & employability skills Application Exercises 19 16 September, 2024 HEFCE Catalyst Project - Participant Workshop
Lets have a go! Team Formation Diverse Teams Team formation Used TBL? Attended a TBL workshop? Completed the Advanced Assignment Student Study Guide - An Introduction to TBL Rank your self from 5 - I fully understand it to 1 I still haven t got a clue 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Readiness Assurance Process iRAT Complete the test Closed Book Individual TP tRAT Closed book Team IF-ATs Appeals Corrective Instruction (Corrective Feedback) 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Application Exercise 1 From a staff perspective, which of the following do you believe is the most important benefit of TBL to students? 10 minutes A B C D E F G H Increased breadth of content covered Enhanced student attendance Increased student engagement Reduction in staff workload Increased student attainment Enhanced student motivation Promotes deeper approaches to learning Development of skills to enhance employability 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Application Exercise 2 Which of the that you (as teachers) will find the skill? Which of the following that you (as teachers) will find the mos skill? 10 minutes. Rank these in order following aspects of TBL do you feel 10 minutes. Rank these in order aspects of TBL do you feel most t challenging challenging A. Writing the Student Study Guide B. Writing the RAT questions C. Writing application exercises D. Facilitating application exercises E. Giving the corrective feedback after the RAP F. Mastering the technology G. Managing the timings of application exercises H. Managing the appeals process J. Managing the peer evaluation process 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Application Exercise 3 why does TBL Work? 10 minutes Which of the following is the most important reason that TBL works? A. Students receive immediate feedback in the tRATs B. Students work on challenging and authentic applications C. Students are held accountable to their teams D. Students are actively applying knowledge to solve problems E. Students are able to challenge staff and other student teams F. Students relate new knowledge to, and integrate it with, pre-existing knowledge (constructivist learning theory) 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Reference Hrynchak, P. (2012). The educational theory basis of team-based learning. Medical Teacher, 34(10), 796 801. doi:10.3109/0142159X.2012.687120 Van der Vleuten, C. P. M., & Driessen, E. W. (2014). What would happen to education if we take education evidence seriously? Perspectives on Medical Education, 3(3), 222 232. doi:10.1007/s40037-014-0129-9 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Are they really just multiple-choice questions? Complex data, complex decisions, simple report
A patient come into emergency with the following symptoms... (ADD appropriately COMPLEX SCENARIO HERE) A. What is the first thing you would do? And why? B. What is the first test you would order? And why? C. What would be the worst thing to do? And why?
You are consulting for a new business owner who wants to open a dry-cleaning store in Norman, Oklahoma. Where would you recommend locating a new dry-cleaning business (and why)?
Gallery Walk 16/09/2024
Decisions give visible form to students thinking and use of knowledge Text from Bill Roberson
Our Experiences of TBL Benefits Challenges Staff and Student Positives and Negatives Quantitative data Qualitative data Employability skills Summary of Lessons Learned Estate 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
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 The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is unbelievable. Staff Staff Students come prepared Students engaged in learning Students are more confident Students are less needy and less pastoral issues 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 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Some staff need to improve the way they ask the questions - Student Outcomes - Challenges Large scale change Human resource Managing Expectations Staff Students Facilitation skills Application exercises Authentic, integrated and challenging Timings Difficult concepts Student Support Sessions Age/experience? Orientating students 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 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Employability Skills Collaborative Communication Critical thinkers Independent learners Confidence Teaching Employability Skills Collaborative Communication Critical thinkers Independent learners Confidence Teaching 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Outcomes Comparative data Performance in written assessment 7% increase in a stage 4 60 credit module (1 cohort of 200 students) 13% increase in stage 4 20 credit module (2 cohorts of 100 students) Heidi Mennenga s Team-Based Learning Student Assessment Instrument (TBL-SAI) Accountability Score Preference for TBL Satisfaction with TBL Subscale Total Score 8-40 16-80 9-45 33-165 Range 24 48 27 99 Neutral 33.2 57.6 36.5 127.2 MPharm 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research study 2 Pharmacy Schools (US and UK) Qualitative Research Thematic analysis Benefits Challenges 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research Study Area of Enquiry Emergent Themes Experience of Previous Teaching Methods Poor Student Engagement Initial Perceptions of TBL Feelings of anxiety Feelings of excitement Lack of understanding of logistics Faculty recruitment in US Development Needs Understanding the TBL Process Developing effective facilitation skills Writing effective application exercises Benefits Enhanced student engagement Peer Learning Faculty/Staff benefits Enhanced transferable skills 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Research Study Area of Enquiry Emergent Themes Challenges Workload Facilitating student-centred classes Lessons Learned Writing effective application exercises Managing the readiness assurance process Managing content Staff teamwork is key Consistency 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits Engagement The most tangible positive is 100% attendance. That s pretty impressive; you can t get that almost anyway else. Having students there is a good starting point Absolute student engagement. When you walk in the room, [the students] are awake and they re there. I love the engagement. The most positive thing is the ability to actually hear them reason. They think it through and you know that they ve either mastered or struggled with the material before they leave the classroom. You also have that immediate assessment of where they re learning is at 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits Peer Learning I hear [students] talking about the issues and teaching each other in ways that I couldn t do because it s individualized between the students Teams are together all the time so they don t feel bad saying well I don t understand, how did you guys get there? Show me! 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Benefits Teamwork For some students it increases their ability to speak with others and come to common solutions, to have differences of opinion but then find one best answer to a problem. I think it s pivotal for healthcare providers to be able to come together with different opinions on what is best for the patient, but then come out with one solution in a relatively timely fashion. 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges Workload Workload is substantially higher than normal lecturing The first time [faculty] teach it s a lot of work, but the second time you have all this data on which applications went well, which didn t, how long did they took. So each year it is less work 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges Facilitation Skills I still find myself talking too much. When you re not getting the answers you want then it s in our nature to say let me just tell you . If [faculty] can hold back and try to get the students to get there themselves, then that s [the sign of] a really good TBL facilitator 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Challenges Application Exercises Coming up with applications that take a team to figure out is challenging. You want to keep [students] engaged by developing diverse types of applications and ensure they re relevant to practice I want students to be able to justify their answers. So I ll ask a question, more often now than I did before, where I have multiple correct answers. I force [teams] to make a choice and then they have to justify their decision. 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Summary quotes I really enjoy this style of teaching. I really feel that our students are grasping the concepts a lot earlier and to a deeper level. For my job satisfaction I really enjoy the way that we teach. I don t know if I could go to a school that was purely lecture-based Wherever I m teaching, whatever I m doing for the rest of my life I will always be, to some degree, using team-based learning 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
Summary Quotes I don t think we re perfect or the students are perfect or TBL s perfect, but I think it s far better for student learning, enjoyment and satisfaction, and the same for faculty. It s much more enjoyable to go into class, even though you re more vulnerable. There s more satisfaction in the interactions you have and knowing immediately that students are understanding what you re talking about and what you want them to learn. 16/09/2024 Centre for Educational Development | The Flipped Classroom & Team-Based Learning
