This document discusses Team Based Learning (TBL), including its benefits and process. TBL involves students working in assigned groups, completing individual and group readiness assurance tests (iRAT and tRAT), and receiving feedback. It can be used in face-to-face, blended, or online courses. Supportive technologies include classroom response systems, learning management system tools, and web conferencing. The workshop modeled TBL and encouraged participants to apply it to their own courses.

1. TEAM
BASED
LEARNING
MIKE GOUDZWAARD, M.S.

2. OBJECTIVES
Building Team Based Learning Cohorts: Integrating
Instructional Technology to Support Student-Faculty Learning and
Engagement
• Explore how, why, and when to use Team Based Learning
• Consider instructional technology tools that support Team
Based Learning in face-to-face, blended, and online
environments
• Experience an example of Team Based Learning

4. BENEFITS
• Aids group development process
• Students are fully engaged in content
• Students construct their own understanding, which drives
ownership and enjoyment
• Cooperative learning fosters positive attitudes toward
subject matter
• Transformative use of groups moving from casual and
cooperative learning groups to transformative team based
learning.

5. THE TBL PROCESS
MODELED
Pre-
class
content
i-RAT t-RAT
Appeals
& muddy
points
Lecture
on
demand

6. TBL – STEP 1
Pre-
class
content
i-RAT t-RAT
Appeals
& muddy
points
Lecture
on
demand
Students are assigned reading for the day. For today’s
purposes, we will rely on your previous knowledge.

7. TBL – STEP 2
Pre-class
content
i-RAT t-RAT
Appeals &
muddy
points
Lecture
on
demand
Complete the individual
readiness assurance test:
If you absolutely know the
answer, you should assign 4
points to the correct answer and
0 to the others. If you are split
between two answers, you might
allocate two points to one cell
and two to another cell.

8. TBL – STEP 3
Pre-class
content
i-RAT t-RAT
Appeals &
muddy
points
Lecture
on
demand
Complete the team readiness assurance
test using the IF-AT:
Use this scratch off “lottery” card to uncover the
correct answer ( ). If you don’t uncover a ( ) on
the first try, please try again!
Note: If you choose not to use IF-AT forms (about
$0.16-$0.20 per form), you can use a form similar to
the individual i-RAT.

9. TBL – STEP 4
Pre-class
content
i-RAT t-RAT
Appeals &
muddy
points
Lecture
on
demand

10. READINESS ASSURANCE
TEST QUESTION
STRUCTURE
Source: Guide to Structuring RAT Questions

11. EXAMPLES
Team Based Learning in statistical literacy – Keene State
College
Source: http://www.humboldt.edu/celt/uploads/institute_materials/2009/TBL/html/web_data/file8.htm

12. TBL ESSENTIAL
PRINCIPLES
1. Teams must be properly formed and managed
2. Students must be accountable for individual and team
work
3. Team assignments promote both learning and team
development
4. Students must have frequent and timely performance
feedback.
(Michaelsen, p 28)

13. SUPPORTIVE TEACHING
TECHNOLOGY
Classroom Response System
(clickers) used for iRAT.
Quiz tools within a learning
management system
(Blackboard or Canvas) for
iRAT.
Image: umb.edu
Image: bothell.washington.edu

14. SUPPORTIVE TEACHING
TECHNOLOGY
Blended and Online courses utilize
group space and collaboration within
the learning management system.
• Wikis
• Group communication tools
• Discussion boards for muddiest
points and appeals.
• Meeting scheduling tools
• Web conferencing tools.
Image: instructure.com

15. RESOURCES
All links and slides may be accessed on the TBL page on my website:
http://thegoudz.com/TBL
Workshop Materials:
• Guide to Structuring RAT Questions
• iRAT Answer Forms
Books and Articles:
• Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative
use of small groups in college teaching. Sterling, Va: Stylus. (WorldCat.org listing)
• Michaelsen, L. K., Sweet, M., & Parmelee, D. X. (2008). Team-based learning: Small group
learning’s next big step. San Francisco, CA: Jossey-Bass. (WorldCat.org listing)
• Fujikura, T., Takeshita, T., Homma, H., Adachi, K., Miyake, K., Kudo, M., … & Hirakawa, K.
(2013). Team-based Learning Using an Audience Response System: A Possible New Strategy
for Interactive Medical Education. Journal of Nippon Medical School= Nippon Ika Daigaku
zasshi, 80(1), 63. (link)
Additional Resources:
• The TBL Collaborative
• TBL & medical education: (Wayne State University)
• IF-ATs: (multiple choice answer forms)
• iClicker (classroom response system)
• POGIL (general information)
• POGIL instructor’s guide

16. APPLYING TBL TO
YOUR COURSE
How would you use TBL in your course?
• Reflect individually (2 min)
• Share with a colleague (5 min)
• Share with the group (10 min)
Follow up steps:
• Apply the methods described in the “Guide to Structuring RAT
Questions” to one week of content of a current or upcoming
course.
• I will follow up by email in one week to offer a one-on-one
session to further explore how TBL might be used in your course.

17. EVALUATION
• Positive: What worked
well in this workshop?
• Change: What changes
do you think I should
make to this workshop?