In Progress – Drafting TBL online course
Last update: Wednesday November 25 at 5:00 pm PST
The knowledge, skills, and courage to implement TBL in your own course
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Course Goals
At end of this course, you will be able to:
- Describe what TBL is?
- Use backwards design to build a significant learning experiences by identifying important disciplinary questions you want students to be able to answer.
- Develop a TBL Application Activity module sequence
- Draft a plan for a TBL module
- Write a well constructed 4S question
- Prepare a TBL module RAP test plan
- Identify appropriate readings
- Draft a RAP test outline
- Write a well constructed MCQ
- Prepare a draft Syllabus – including outline of why TBL is being used, how teams will be formed, what peer evaluation process will be used and why peer evaluation is necessary, and a grading scheme for the TBL components of your course using student centered language.
Required Text
Getting Started with Team-Based Learning (GSTBL)
Total Time Commitment
16 total hours, 5 hours of reading (180 pages), 79 minutes of video, 7.5 hours of homework
Course Outline
Course Open (0.5 hours)
Time commitment: video – 7 minutes, bio posting – 20 minutes
Deliverable: bio posting
Video 1: Context, Mood, Motivation and Utility –
Introduction to course (7 minutes)
- What is TBL?
- Why is TBL important?
- What this course will let you achieve?
- How you can be successful at this course?
- How Backward Design needs to inform our course design
- Start thinking about module 1 Imagining Exercise: In my course, what major, culminating task/analysis/judgement would I really like to see students be able to perform well? If they could do this well, I would feel they had learned what I really wanted them to learn.You will do this by thinking about what big ideas do disciplinary thinkers wrestle with and how do they go about making their analysis and judgements, remember disciplines are more defined by the actions a disciplinary expert takes then a body of content they know.
- Activity to introduce oneself in discussion forum
- name
- discipline
- institutional context
- active learning experience
- hopes and dreams
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Module One: Imagining your Team-Based Learning course (3 hours)
Time commitment: readings – 1 hour, videos – 16 minutes, imagining worksheet – 1 hour
Deliverable: Imagining worksheet
Supporting documents: module overview guide
- Video 2: Context Setting and Motivation: Introduction to module 1
- Short video/narrated PPT (4 minutes)
- Context setting story, MMUCKO
- What is TBL?
- Why is TBL important?
- How TBL can lead to Significant Learning?
- The importance of Backward Design
- You will begin imagining your TBL course – what kinds of culminating activity you want your students to be able to do at the end of the course
- Pre-readings:
- Video 3: Overview of 4 TBL components
- short video/narrated PPT (8 minutes)
- 4 TBL components
- Introduce whole landscape of course
- Introduce Bill Roberson ideas about disciplinary thinking
- Video 4:Backwards Design and imaging my course
- short video/narrated PPT (4 minutes)
- Backward Design
- Prime students for imagining activity
Assignment
- Imagining Exercise Worksheet
In my course, what major, culminating task/analysis/judgement would I really like to see students be able to perform well? If they could do this well, I would feel they had learned what I really wanted them to learn.
- Feedback and Assessment
- Worksheet posted in discussion forum
- Worksheet emailed to and reviewed by mentor
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Module Two: Designing Good Tasks for Teams (4 hours)
Time commitment: readings – 1.5 hour, videos – 14 minutes, worksheet – 2 hours
Deliverable: Module plan worksheet, 4S worksheet
Supporting documents: module overview guide, 4S question example list
- Video 5: Context: Introduction to module 2
- short video/narrated PPT (4 minutes)
- 4 S framework
- Jury analogue
- Importance of Backward Design
- Pre-readings:
- GSTBL p 16-22
- GSTBL p 114-142
- Roberson, B., & Franchini, B. (2014). Effective task design for the TBL classroom. Journal on Excellence in College Teaching, 25(3&4), 275-302.
- Optional – GSTBL Appendix B (p 186-196)
- Video 6: Overview of Team Task design
- Short video/narrated PPT (10 minutes)
- 4 S framework
- How analysis/judgement/public report/dialog/reflection is the heart of TBL and 4S activities.
- Introduce Roberson idea of what a discipline is, disciplinary data sets, and disciplinary thinking
- Backward Design of sequence of activities in a module
- Prime for worksheet activities
- Possibility 1: Starting PPT deck/storyboard
- Possibility 2: Starting PPT deck/storyboard
- Assignment: Module plan worksheet and 4S worksheet
- Consider the required range and sequence of module activities
- What is the culminating module activity?
- What is the right range of Application Activities to develop student skills so they can be successful in culminating module activity?
- What specific Application Activities would best help them develop these skills?
- What is the right sequence for this module set of Application Activities?
- Writing first 4S – scenario and choices
- supported by 4S example question list handout
- Consider the required range and sequence of module activities
- Feedback and Assessment
- Worksheets posted in discussion forum
- Worksheets emailed to and reviewed by mentor
Module Three: Getting Students to come to Class Prepared (4 hours)
Time commitment: reading – 1.5 hour, videos – 20 minutes, worksheet – 2 hours
Deliverable: Test Plan and RAP worksheet
Supporting documents: module overview guide, Bloom’s verb handout, test plan exemplar
- Video 7: Context: Introduction to module 3
- short video/narrated PPT (4 minutes)
- Include video of RAP (2nd year Engineering at UBC)
- What we are preparing students for, what level and mix of questions to ask
- Pre-readings:
- GSTBL p 74-133
- Optional: Bjork, ??
- Video 8: Overview of RAP process
- short video/narrated PPT and IF-AT animations (10-12 minutes)
- Drag and drop activity with RAP steps and descriptions (Articulate)
- Tie back to what do students need to know to begin problem solving
- Starting PPT deck/storyboard
- Video 9: Deeper look at MCQ writing and test drafting
- short video/narrated PPT (6 minutes)
- Blooms matching activity (built in Articulate)
- Bloom’s verbs handout
- Optional articles on MCQ’s (Bjork, others)
- Additional Resources: NMBE, etc.
- Assignment: Test Plan and RAP worksheet
- Select an appropriate reading based on what the students need to begin problem-solving
- Draft out a plan for a RAP test of test worthy concepts
- Write 3 questions at different Bloom’s levels (remember, understand, light application)
- Feedback and Assessment
- Worksheet posted in discussion forum
- Worksheet emailed to and reviewed by mentor
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Module Four: Integrating the pieces and getting yourself ready (3.5 hours)
Time commitment: readings – 1 hour, videos – 18 minutes, worksheets – 2 hours
Deliverable: course flow worksheet, syllabus worksheet
Supporting documents: module overview guide, syllabus exemplar
- Video 10: Context and Motivation: Introduction to module 4
- short video/narrated PPT (4 minutes)
- integration and drafting syllabus
- team formaton, peer evaluation, grading
- Pre-readings:
- GSTBL p 16-26
- GSTBL p 27-45
- GSTBL p 65-74
- Brickell, J.L., Porter, D.B., Reynolds, M.F., Cosgrove, R.D., (1994) Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods. Journal of Engineering Education, 7:259-262
- Optional: Gary Smith First Day NTFL article, and Twelve tips for facilitating Team-Based Learning – Gaulo, Ha and Cook article
- Video 11: Overview of Whole Course Experience, integration of pieces
- short video/narrated PPT (6 minutes)
- Learner-centered Syllabus
- Video 12: Deeper look at forming teams
- short video/narrated PPT (4 minutes)
- Using sprites like Michael Sweet diagrams in TBL in Social Sciences showing diverse results of line sort, finish by talking about doing same sort in large class settings.
- Starting PPT deck/storyboard
- Video 13: Deeper look at peer evaluation
- short video/narrated PPT (4 minutes)
- Assignment:
- Course flow worksheet that compiles previous deliverables
- Draft of Syllabus sections on 1) rationale for using TBL, 2) team formation, 3) peer evaluation and 4) grading scheme for TBL piece of course
- Feedback and Assessment
- Worksheet posted in discussion forum
- Worksheet emailed to and reviewed by mentor
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Wrap-up course send off video
- Video 14: short video (6 minutes)
- Shoot in empty lecture hall (Swing Space?)
- Next steps – connecting with joy and fun
- Connecting with deeper resources on TBL
- Connecting with TBL community
- End of course reflection and feedback
- SRAN
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