Introducing team-based learning! Through direct participation in a TBL, discover how this innovative, flipped-classroom model of instruction transforms traditional classrooms. TBL fosters collaboration and critical thinking and improves learning outcomes by emphasizing student engagement and application of knowledge and skills. You will walk away motivated and prepared to implement TBL.

Topic & Relevance/Importance

Traditional educational models tend to separate knowledge acquisition from knowledge application, especially in higher education. Far too often, in all disciplines of study, students are tasked with absorbing significant amounts of knowledge via lecture, which is later applied to lab work, projects, clinical experiences, and/or exams. TBL, a flipped classroom teaching and learning method, uses a fundamentally different approach. TBL directly connects knowledge acquisition to knowledge application. Students study content prior to class, then come prepared to discuss and apply the content with their peers and the instructor; apply it immediately to make choices solving complex problems. They leave having already started the practical problem-solving process, applying their knowledge in real-world contexts.



TBL begins with the readiness assurance process (RAP), where students are assigned pre-work, such as directed readings or pre-recorded lectures. During the class session, whether in person or virtual, students individually, take a short test on key ideas. They do not receive any feedback on how they performed, as they are then directed to take the same short test as a team. It is important to note that these small teams are predetermined by the instructor to maximize diversity and minimize the building of coalitions or subgroups.



Students are expected to collaborate while taking the team test, discussing, explaining, and/or defending their answers. Unlike the individual test, immediate feedback is provided for the team test. If any question is answered incorrectly, the team must continue working together until they determine the correct answer. Multiple attempts on each question may be required to achieve 100%. Instructors are encouraged to listen in on these team conversations – either walking around the room or popping in on virtual breakout rooms – and witness students referencing the pre-work, analyzing the options, and making informed choices. Students engage, defend, challenge, and justify. As is often the case in the real world, if they don't succeed on the first try, they collaborate to find a solution.



After completion of the team tests, the instructor may choose to offer clarification or ask for questions or comments related to the content. After this optional discussion, the instructor moves on to the application exercises, the most important part of TBL.



Application exercises constitute the bulk of a TBL session. These exercises should simulate complex problems, they should prompt lively student discussions and team cohesion as students support and defend their positions. TBL also allows for individualized and scaled discussion based on student understanding, which the instructor can immediately assess. The design of effective TBL application exercises follows the “four S's”: significant problem, same problem, specific choice, and simultaneous report (Michaelsen & Sweet, 2008). The problem must be significant, meaningful, and complex enough to require the brainpower of the full team; the same, so that all groups are working to solve the same problem; specific, so students are required to come to a consensus on one clearly defined answer; and simultaneous, so answers are reported at the same time, minimizing the possibility of “me too” responses. It is education in action: students working together to find solutions to problems they will face throughout the course and/or as professionals. This is why we teach!



Content is important, however “soft skills” like teamwork, accountability, critical thinking, professional communication, adaptability, and conflict resolution are promoted through TBL. Fundamental to professional success are interpersonal and communication skills, yet recent headlines report that employers are lamenting the lack of soft skills in college graduates (Kouakou, 2023; Their, 2024). Fortunately, use of TBL is not only effective at teaching content knowledge. Engagement in a TBL inherently prompts students to interact, collaborate, and find resolution. This is not ordinary group work. The structure of TBL reduces opportunities for unproductive group dynamics, especially as instructors gain experience with TBL and apply effective facilitation techniques.



TBLs must be conducted synchronously, and instructors can facilitate quality TBLs both in person and virtually. Another advantage to the use of TBL is that there is no minimum required number of students; any class size, with 4-8 students or 300 plus, can utilize TBL as an instructional technique.



TBL represents a significant, important, and necessary innovation in education. It is a universal strategy, applicable across all disciplines and for students in all educational settings, from K-12 through graduate education. It is an approach that provides a comprehensive, engaging, and practical learning experience. The success of this activity in terms of student outcomes and engagement, in addition to the enthusiasm it inspires in instructors, has transformed individual classrooms and school-wide curricula across the globe. TBL can foster creative learning environments, drive education transformation, and better equip students to tackle real-life challenges in practical situations.



Plan for Interactivity

The best method for exploring TBL is by participating in one! At Innovate 2025, workshop participants will engage in an actual TBL – complete with readiness assurance tests and application exercises – using information about TBL as our subject matter. Please review the planned itinerary for the workshop :

- Prior to the Workshop:

o Step 1: Participants sign up for the workshop. This allows the facilitator to arrange team assignments in advance using random assignment, this will promote diversity of groupings. The facilitator will double-check once groups are generated that there is equitable representation, e.g., a mix of K-12 and higher ed, teammates from different institutions, etc.

o Step 2: The facilitator provides pre-work introducing essential components of TBL.

- During the Workshop:

o Step 3: In fewer than 5 minutes, the facilitator briefly welcomes the group to the session, introduces TBL and its benefits, and provides the objectives and roadmap for the workshop: individual readiness assurance test (iRAT), team readiness assurance test (tRAT), clarifying readiness assurance test questions, application exercises, question and answer session, and finally, wrap-up and key takeaways for getting started with TBL.

o Step 4: iRAT. 4-6 multiple-choice questions based on pre-work article.

o Step 5: tRAT. The same 4-6 multiple choice-question test is completed as a team.

o Step 6: Briefly clarify RAT questions and discuss how students can also use this time to appeal based on conflicting information in the pre-work or ambiguity of the RAT question.

o Step 7: Application exercises. Two to three questions which will serve as our real-world problems, in this case how participants can implement TBL in their own instruction and educational settings.

o Step 8: Question and Answer. Time will be reserved after the TBL for participants to reflect on the activity and ask remaining questions about TBL and/or implementation. Drs. Schwartz and Abbott will provide specific examples and evidence of how TBL has positively impacted student outcomes and engagement in their undergraduate and graduate courses.

o Step 9: Wrap-Up & Takeaways. Briefly, the facilitator will educate about the breadth of available TBL resources and how to collaborate with the Team-Based Learning Collaborative (TBLC) for membership, mentorship, and certification in knowledge and use of TBL. Participants will walk away knowing what next steps they should take to get started implementing in their instruction.



Takeaways

From this workshop on team-based learning, participants will gain a clear understanding of the foundational principles and benefits of this collaborative approach. Key takeaways will include actionable steps for instructors to get started implementing TBL with their own content in their specific educational setting. Strategies for structuring teams, facilitating effectively, and assessing TBL performance will be addressed. Participants will be made aware of available resources, including the TBLC organization. By the end of the workshop, attendees will feel equipped and empowered to implement team-based learning in their curricula.



References

Kouakou, B. (2023). The decline of soft skills amongst gen Z employees: A case presentation and possible solutions. LOEN Newsletter. https://www.linkedin.com/pulse/decline-soft-skills-amongst-gen-z-employees

Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based learning. New Directions for Teaching and Learning, 2008(116), 7–27. https://doi.org/10.1002/tl.330

Thier, J. (2024). Gen Z says the soft skills managers think they lack can’t be taught. Fortune. https://fortune.com/2024/01/23/gen-z-lacks-soft-skills-unrealistic-workplace-expectations/