Team-based learning

Team-Based Learning (TBL) is a collaborative learning and teaching strategy that enables people to follow a structured process to enhance student engagement and the quality of student or trainee learning. The term and concept was first popularized by Larry Michaelsen, the central figure in the development of the TBL method while at University of Oklahoma in the 1970s, as an educational strategy that he developed for use in academic settings. Team-based learning methodology can be used in any classroom or training sessions at school or in the workplace.

Team-Based Learning consists of modules that can be taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. It consists of five essential components, with an optional last stage called Peer Evaluation:

Students are expected to peruse a set of preparatory materials, which can take the form of readings, presentation slides, audio lectures or video lectures. They should be set at a suitable level for the students of the course.

In class, students complete an individual quiz called the IRAT, which consists of 5–20 multiple-choice questions based on the pre-work materials.

After submitting the IRAT, students form teams and take the same test and submit answers — on a scratch card or using TBL-enabled software — as a team. Both IRAT and TRAT scores count toward the student's final grade.

After taking both the IRAT and TRAT, students will have the opportunity to raise points of clarification or question the quality of multiple-choice questions in the tests. Instructors can then address the questions and facilitate a discussion regarding the topics and concepts covered.

Finally, students work in teams to solve application problems that allow them to apply and expand on the knowledge they have just learned and tested. They must arrive at collective response to the application question and display their answer choice in an e-gallery walk in the classroom. Instructors then facilitate a discussion or debate among teams to consider the possible solutions to the application problem.

This last stage is an optional component of the Team-Based Learning process. At the middle or end of the course, some faculty members do a peer evaluation for their teams. Students can assess the performance of their team-mates using software such as Team Mates, CATME (Comprehensive Assessment for Team-Member Effectiveness), InteDashboard, and Team+. This form of assessment has a bearing on the final grade of the student — pre-determined by the instructor — and so students are encouraged to take peer evaluation honestly.

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