Teaching.IU

Context

Group based projects can frequently result in one or two students completing all of the work while the remaining students “loaf.” Developing a team-based approach that requires students to take on specified roles and to be responsible for content reduces this potential problem.  Each student has tasks to prep before class; the formative assessment tests their understanding followed by an engaged discussion.  The combined final group product (the learning notes) can be used for review and further study.  I can then use our time together in class (virtual or in-person) for deeper in-class application of knowledge to our learning activities. 

Step-by-Step Implementation

1. Determine purpose of team-based work. In my course, team-based learning groups are designed to allow students to discuss the week’s assigned readings. 

2. Discuss group roles and responsibilities. Prior to the first team-based learning group, we discuss the group roles and responsibilities, ensuring that all students understand the process that we’ll be using. 

3. Assign student to roles within groups. Four students are assigned to each group so that each student can take on one of four different roles. The roles rotate each week. The roles include: 

• Discussion Director:  Leads the discussion including making sure everyone in the group has the opportunity to participate and keeps the group on task to ensure all major points of the selection are reviewed. Develops 3-5 questions from assigned readings to generate group discussion. Makes certain that everyone has a chance to speak and no one person dominates discussion. Is also responsible for grading team members’ performance and participation using a provided Evaluation sheet. 
• Quizzer:  Creates a quiz to be given at the beginning of each discussion period. There should be a minimum of 5 questions deriving from multiple choice, true/false, matching. Uses an educational technology platform (Google Forms, Kahoot, Mentimeter, Quizziz, Nearpod or Socrative) to administer the formative assessment (short-quiz).  
• Connector:  Finds 2 resources relevant to the topic in the current selection(s) and posts it to Wakelet. Connects specific passages, quotes, or issues from these resources. Provides a short summary of the chosen material for group members through a visual-thinking technique like creating a Sketchnote. Posts the Sketchnotes with a short summary/commentary (thoughts, opinions, how it connects, etc.) to course site the Sunday before class.
• Reporter:  Reports major or key points of the group’s discussion to the class using markers and chart paper, concept map or web, one-pager, or other resource selected by the group or instructor. This chart or map of key points is then photographed or copied and posted in CANVAS for the rest of the group to use. Key points should include a summary of major points, definition of key terminology, agreements, disagreements, confusion, and interpretations of readings. Posts a picture or copy of the chart paper or other resource to CANVAS the Sunday after class. 

Effectiveness

Students report that they appreciate that they have defined roles each week and note that each person is thus held accountable for completing their own work as part of the group.  They report that it helps each person contribute to the group discussion.  Even students who normally dislike group work report that this structure has them rethinking their opposition.  Students recognized that team-based learning allows students to learn from each other and it promotes different lenses and perspectives on their learning.  To quote one student, “Team-based learning is a collaborative experience like none other. It allows students to naturally scaffold learning based upon the ideas and perspectives of each other. Learning happens effortlessly as community replaces boring lectures. Overall, it has been a great experience.”