The Promise to Abraham - A New Name
The Lord promises Abraham land for his descendants, likening them to the dust of the earth. Abraham's wealth and loyalty are highlighted, along with his victory in rescuing Lot. God appears to Abraham, changes his name to Abraham, and establishes a covenant promising many descendants, fertility, and Canaan as a possession.
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TBL involves a highly structured sequence of activities that requires active participation both by the individual members of a team and by the team itself. Students receive the TBL class materials in advance to allow study time in preparation for a quiz. IRAT (Individual Readiness Assessment Test): Each student takes a multiple-choice quiz on the material. GRAT (Group Readiness Assessment Test): Students retake the quiz as a group (6-8 students per group). GAE (Group Application Exercise): A more complex set of questions that requires students to apply what they have learned.
Lectures are not the best way for people to learn Focus time limited to about 12-15 minutes Only about 20-40% of a lectures content captured in notes Alternatives involve forms of active learning Problem-based learning Peer teaching Immediate feedback Team-based learning
Lectures economical and efficient as effective as other methods of teaching for information transmission and explaining TBL better for interactions that assist the learner s cognitive, problem- solving abilities promotes self-motivation and a sense of responsibility for learning that carries over into adulthood promote long-term effects such as improving communication and teamwork
Why & when Before TBL activity Assign students to groups Prepare students with tutorial and TBL handout Students know the activity is graded Class day Hand out envelopes with exams, answer sheets, etc. Students take IRAT individually; answers on bubble sheets & turn in Students sign group sign-in sheet and take same test again as a group (GRAT); group answers on single bubble sheet Group presentation of GRAT answers & discussion; turn in Students take GAE; answers on IFAT form; turn in remaining materials Discussion Blackboard survey posted after exam; response due within 1 week.
IRAT & GRAT 1 large and 3 smaller envelopes (each labeled with group number & contents) GAE
Immediate feedback is superior to delayed feedback for learning Students learn while taking the exam; they eventually get the right answer! The last response given by students on a test item is what they learn http://www.epsteineducation.com
The first thing that comes to mind is that working with my classmates was very useful; I feel like what I learned was adequately reinforced through conversation with my group. Thinking a little more on it, I kind of liked the responsibility of having to review and learn the material somewhat on my own at first...the presence of a test really made me feel responsible for the material and the importance of it being worth a grade enforced my enthusiasm in retaining what I gained from the readings. The group application part of the TBL was very useful, and fun! It was nice to try and put everything together and work with other students to figure out the solutions to those 3 group application questions. I also really didn't mind teaching the information to myself, especially since you provided a tutorial.
Strongly agree 27 Agree Neither agree nor disagree 4 Disagree Strongly disagree 1. I was able to learn and understand the overview of the nervous system using the TBL method. 55 1 Discussing the answers to the quiz questions with my group helped me to understand the material better. 42 30 11 3 1 We should use TBL to replace more lectures this semester. 16 29 21 15 6 Way too easy Easy Neither easy nor difficult 56 Difficult Way too difficult The quiz was: 1 15 15
What were the most useful aspects of this TBL activity? (85 responses) Being able to discuss the questions with a group helped to clarify any slight misunderstandings, and also allowed us to maybe determine slightly different ways of seeing the answers - I think this is ultimately more valuable for learning than a traditional teaching style. Group Learning 67 I enjoyed discussing the answers and coming to a consensus with members of y group. It was helpful to hear how others approach solving a problem and how they analyze an exam question. It pointed out a few errors in my own test taking skills, i hope to be a better test-taker in the future because of this experience. The most useful aspect of this TBL activity was the tutorial posted because it outlined what the important points of the topic. If I read the chapter by itself and in its entirety, I would not have absorbed and understood the material as well. I really liked the tutorial. Tutorial 13 It forced you to really sit down and learn the material instead of putting it off. seeing what a test would be like before actually taking a test that counts for a big grade. Testing 13 the quiz was an incentive for me to actually study the material in depth and understand it more fully prior to the class. The fact that we had to learn the information on our own, but then apply it to understand the last 3 questions helped to ensure that we understood the concepts. GAE 7 The last part of the activity with the application questions and the immediate feedback answer sheet were very useful and interesting as was the information packet we read before doing the activity. Focus 2 Multiple approaches 2 Feedback 1
What were the least useful aspects of this TBL activity? (80 responses) None, i thought it was a great learning experience I feel that all components of the exercise were relevant, and useful. I really would have preferred to have been taught the material considering that if I wanted to teach myself that stuff I would have just read a book to begin with instead of taking a class on it. Easy to skim over things when reading them without the concepts being explained more thoroughly. Nothing 22 Prefer lecture to tutorial 8 It wasn't especially useful to have the entire class reach a consensus on the answers to the quiz since the groups were large enough that everyone had usually come to an agreement about the correct answer already. Did not like whole class discussion 6 I think people were a little freaked out that TBL accounts for 25% of the first exam and it took place within the first 2 weeks of classes. It puts alot of pressure on the student so some people may have studied irrelevant material. Stressful 6 Groups Group decision-making frustrating Group discussion poor 6 5 Having to decide on one answer when not everyone was in agreement. Working in a group on the questions didn't really give you time to think the questions through yourself, so you didn't get to see if you could have answered them on your own. I still don't understand some parts of the nervous system. Although our group discussed the answers, sometimes we didn't get the answer correct and thus I still don't understand why the actual answer is correct. Unprepared team members Quiz 2 Getting stuck with people who didn't study General 4 The individual tests because people could have been confused on certain concepts before going into class Should be longer 6 The quiz needed to be longer and cover more aspects of the subject. We could have covered a lot more material than we did. I thought that the quiz questions didn't fully encapsulate the whole general material we studied for the NS. Maybe it should have been harder as I know many students took this quiz way too seriously for the questions given. Inconvenient to have it in a different location that where class usually is held. Group size; time-consuming; IRAT; not for new material; GAE waste of time; GAE too rushed Too easy 2 Location Miscellaneous 3
What changes would you make to improve the TBL activity? (76 responses) Add a few more quiz questions just to cover more material learned Ask more than 10 questions with the group. Discussing the subject matter with teammates was very helpful. I would have liked to have had a little discussion about what we learned before actually taking the quizzes. I would suggest that before even the individual the tests, the instructor conduct a brief Q & A and/or small lecture as some sort of review for the tests. Make the groups smaller. It was hard to communicate and hear everyone. Make quiz longer 11 Add pre-class review/discussion 6 Smaller groups 6 Make the entire activity team based so it's more of a discussion. Eliminate the personal quiz; instead, more challenging questions (similar to the IFAT) with a group worked better for me because we had to discuss and try to figure out the answer. Eliminate IRAT 3 GAE Allow individual GAE scores after 5 Instead of having one answer sheet to fill in as a group, have each person fill out another quiz sheet after discussing with the group, so we all ultimately can make our own decision as to what answer we believe is correct after talking about it Spend more time on the group thought questions. I thought those were very useful and similar to something we may see on a test and giving more questions and more opportunity to talk the answers out with the group may help in the learning process Having more copies of the question sheet for the last activity would have been nice because it's hard to share one sheet with 7 other people especially when the questions are as complicated as they were. Eliminate GAE; use tutorial during GAE Post quiz BB review; change point structure; clarify expectations; earlier in course; eliminate whole class discussion; release tutorial earlier; make Jeopardy-like game; more frequent TBLs; not too many TBLs/semester; tricky questions; too easy; no group discussion; more discussion discussion More GAE questions 6 Copy of GAE for each student 3 Other 2 Miscellaneous 1 vote ea.
Make the IRAT/GRAT quiz longer and include a few more questions that are more challenging. Have a few more GAE questions Provide copies of GAE test to each student Have a BlackBoard debriefing Get a room with a round table for each group!
It is VERY labor intensive. Writing study materials Writing instructions for students Compiling nested envelopes labeled for each group Classrooms often not ideal Team structure Important to have diverse representation in team Best if team members work together as a team all semester (even all year)
Outcomes: It s not clear that students learn or retain information better using TBL than traditional lectures. How does one measure: Personal responsibility Improvements in communication Improvements in teamwork
To the CEIT for organizing the conference To my administrative assistant, Danka Charland, for assistance with assembling the materials To my teaching assistants for help with running the class: Nick Bene Sara Crandall Larry Istrail Tulsi Patel Aaron Yengo-Khan
Bonwell, CC, and JA Eison (1991). ASHE-ERIC Higher Education Report No. 1, Washington, DC, George Washington University. Butler, Judy D (1992). retrieved Jan 19, 2011: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_ SearchValue_0=ED396991&ERICExtSearch_SearchType_0=no&accno=ED396991 Hattie, J, & Timperley, H (2007). Review of Educational Research, 77(1), 81-112. Johnson, DW, Johnson, RT & Smith, KA (1991), Edina, MN: Interaction Book Company. Michaelsen, LK, Bauman Knight, A and Fink LD (2002) Praeger. Team-Based Learning Cooperative, http://tblc.camp9.org/. http://its.uiowa.edu/instruction/tile/resources/General/Intro%20to%20Team- Based%20Learning.pdf Jones, RW (2006) Anaesthesia and Intensive Care 34.4 : p485(4)
