Team-Based Learning:A Strategic together,and they take the same test as a group,discussing Approach to Collaborative and the possible answers,and making a group decision on the Problem-Based Learning best answer.Here they get immediate feedback whether their answer was correct or incorrect.One technigue for doing this The Intention is to use a scratch-off answer sheet called the IF AT(Imme- Collaborative learning is generally characterized by students diate Feedback assessment working in groups in some sort of learning activity.The basic Technique)that allows the group to see if they got the answer concept is that they will be able to help each other leamn better correct on the first try(5 points),second try(3 points),or than if they were to study alone.One dilemma for the instruc- third try (1 point).Each grouponly gets one scratch-off sheet tor is that collaborative learning requires group participa The groups hand in their IF ATsheets which are scored and tion but individual accountability on the part of the student. the group score is added to the individual score for the Students whocome to groupactivities prepared todiscuss knowledge test. the topic,or engage in the activities are going to be able to contribute more than students who do not prepare Teams are now given a critical thinking task that has them apply the material to a problem that does not necessarily So,how do you encourage students to come prepared?The have a correct or incorrect answer.The teams can then pres- answer is to grade both group performance and individual ent their answers and give a rationale for their solution.A performance.In Michaelsen's(2002)book,Team Based website devoted to Team-based Learning can be found at the Learning,he suggests a method where the students study the University of Oklahoma website material outside of class.(Michaelsen suggests you use the term team as opposed to group.Teams stay together and There is some research evidence that this approach supports are permanent.Teams suggest a sense of purpose critical thinking(Gokhale,1995).Gokhale found that individ- and direction.) uals in teams working collaboratively did no better than in- dividuals working alone on factual knowledge,but they were When the students get to class,they take,as individuals, a readiness assessment test(RAT)over the material they were assigned to read.This is generally a multiple choice test over the reading content,which is collected when they finish.When every one finishes,the pre-assigned group gets nstruction at FSU Han Page 87 Instruction at FSU Handbook 2010 Team-Based Learning: A Strategic Approach to Collaborative and Problem-Based Learning The Intention Collaborative learning is generally characterized by students working in groups in some sort of learning activity. The basic concept is that they will be able to help each other learn better than if they were to study alone. One dilemma for the instruc￾tor is that collaborative learning requires group participa￾tion but individual accountability on the part of the student. Students who come to group activities prepared to discuss the topic, or engage in the activities are going to be able to contribute more than students who do not prepare. So, how do you encourage students to come prepared? The answer is to grade both group performance and individual performance. In Michaelsen’s (2002) book, Team Based Learning, he suggests a method where the students study the material outside of class. (Michaelsen suggests you use the term team as opposed to group.Teams stay together and are permanent. Teams suggest a sense of purpose and direction.) When the students get to class, they take, as individuals, a readiness assessment test (RAT) over the material they were assigned to read. This is generally a multiple choice test over the reading content, which is collected when they finish. When every one finishes, the pre-assigned group gets together, and they take the same test as a group, discussing the possible answers, and making a group decision on the best answer. Here they get immediate feedback whether their answer was correct or incorrect. One technique for doing this is to use a scratch-off answer sheet called the IF AT (Imme￾diate Feedback Assessment Technique) that allows the group to see if they got the answer correct on the first try (5 points), second try (3 points), or third try (1 point). Each group only gets one scratch-off sheet. The groups hand in their IF AT sheets which are scored and the group score is added to the individual score for the knowledge test. Teams are now given a critical thinking task that has them apply the material to a problem that does not necessarily have a correct or incorrect answer. The teams can then pres￾ent their answers and give a rationale for their solution. A website devoted to Team-based Learning can be found at the University of Oklahoma website. There is some research evidence that this approach supports critical thinking (Gokhale, 1995). Gokhale found that individ￾uals in teams working collaboratively did no better than in￾dividuals working alone on factual knowledge, but they were significantly better on problems requiring critical thinking