Team-based learning (TBL) is a structured form of small-group learning that emphasizes student preparation out of class and application of knowledge in class. Students are organized strategically into diverse teams of 5-7 students that work together throughout the class and include a 3 step process: preparation, in class readiness testing, and application-focused exercise. Students in a community nutrition course use a team based learning approach to go through the steps of doing a needs assessment and making a recommendation for a community organization. Students must complete readings ahead of class session, show readiness, and during class we work through the step by step process of doing a needs assessment. Each group chooses a different community organization. The class work culminates with each team writing an executive summary. They utilize this in choosing and completing their individual service learning projects. This session will discuss what strategies others are using for TBL? What are the best ways to measure TBL? What roadblocks have we hit and how do we overcome them?

Team-based learning (TBL) is a structured form of small-group learning that emphasizes student preparation out of class and application of knowledge in class. Students are organized strategically into diverse teams of 5-7 students that work together throughout the class (1). Team-Based Learning is an evidence based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module (2). In my community nutrition course about 40% of the content is flipped, which has been found to be a successful way to utilize this approach (3). TBL is utilized by students to go through the steps of doing a needs assessment and making a recommendation for a community organization. Students must complete readings ahead of class session, they are "tested" over the material individually, clarifications are made through class discussion and during class we work through the step by step process of doing a needs assessment. Each group chooses a different community organization which enriches the discussion between groups and provides for a wide learning experience for all members of the class. The class work culminates with each team writing an executive summary. They utilize this in choosing and completing their individual service learning projects. I believe this to be a much better approach that the traditional lecture format where the students would do the assignment(s) for homework. This method has proven to be more successful as evidenced by the quality of the finished products and brings about more participation and better class discussion. Although, there is some pushback from students at first, it has been found that students do have have a more positive experience in the learning process (4). There are many ways in which this teaching approach can be utilized and this is a worthy topic for a roundtable discussion where multiple strategies, evaluation techinques and feedback can be shared.

What is team based learning. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/

Team Based Learning Collaborative. Retrieved from http://www.teambasedlearning.org/definition/

Nwosisi, C., Ferreira, A., Rosenberg, W., & Walsh, K. (2016). A Study of the flipped classroom and its effectiveness in flipping thirty percent of the course content.
International Journal of Information and Education Technology, 6(5), 348-351.

Oldland, E., et al. Students’ perception of the role of team-based learning in shaping individual learning style, team skills and clinical practice. Australian Critical Care, 29(2), 117.

30-Minute Roundtable Session

Launching Transformative Learning