Team-based Learning

What is Team-based Learning?

Students prepare for class and are asked about their knowledge at the start of class (first as an individual and then in a group). A group receives immediate feedback on their performance and the teacher increases understanding through mini lectures.

It is based on 4 underlying principles:

  • Groups of 5 to 6 students are formed at the start and stay together throughout the course.
  • Students are responsible for their own self-study and for working in teams.
  • Team assignments should promote both learning and team development.
  • Students should receive frequent and direct feedback.

Team-based Learning works according to a coherent 4-step model: preparation, individual and group review, application-oriented assignments and peer feedback.

Afbeeldingsresultaat voor team-based learning sequence

  1. Preperation (self-study)
    Students go to work through self-study. In the course environment in Brightspace they will find literature, knowledge clips and other educational resources with which they will become familiar with the subject matter.
  2. Individual and group assessment
    Each course unit starts with a multiple choice test about the subject matter. Every student first answers the questions individually. Exactly the same questions are then offered in a team context. On a scratch card (a kind of scratch card), each student team chooses the correct answer to each question after mutual discussion. This is also possible in the Socrative tool. The results of these tests naturally count towards the final mark. The teacher assesses directly on the basis of the scratch cards or Socrative which questions still cause problems. The items that score low are explained: this is how the teacher connects with actual learning questions and prior knowledge.
  3. Application-oriented team assignment
    The team assignment is intended to teach teams to apply the theory. The assignment is offered in the form of a relevant problem or challenge. For example, teams can be presented with a number of appealing propositions that fit into the course context. Each statement is provided with 4 possible answers, each containing a core of truth. The assignment for the individual teams is to agree on the most appropriate answer option. Each team makes the choice known on a signal from the teacher. This is followed by a plenary discussion. The teacher brings the different teams together to discuss their choices. He or she moderates the discussion by exploring the various responses and thus jointly elaborate on the theme.
  4. Peer evaluation
    Finally, peer evaluations are a crucial part of Team-based Learning. Halfway through and at the end of the course, the students evaluate each other’s contribution. Each team member may divide 40 points among the 5 other members and appoint plus points and points for improvement for each team member. By evaluating halfway through the course, every student has the opportunity to improve. The Group Member Evaluation of FeedbackFruits can support this.

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