Team Based Learning an Overview
Team based learning is an instructional design methodology that creates a venue for students to learn as an individual at the lowest level of Bloom’s Taxonomy and scaffolds the learners into a creation based learning experience through collaborative efforts. 
The Description of the Artifact
This artifact is taken from a course on Instructional Design that was taught in the fall of 2013. The purpose of the course structure was to guide the learners from acquisition of content regarding design and development within instructional design to creation and evaluation of current practices within his or her organization. Each unit was constructed to include individual readings and quizzes, team based assessments, problems, and participation in team simulations.
IBSTPI Competencies Met
Planning and Analysis- 8
Select and Use analysis techniques for determining instructional content.
Review of scores from individual quizzes allowed for construction of instructional content that would best meet participant learning needs. As seen in the screenshot above, the participants were provided readings to create a knowledge base regarding planning and analysis within instructional design. Each person was then required to complete an individual quiz based on learnings. A group review of content learned based on each question provided me with an opportunity to review the construction of the questions or modify learning content based on the need for additional information. This is why there is a section for additional resources. The intent was to used participant knowledge to drive selection of additional needed content to support the highest level of learning possible.
Design and Development- 11
Organize instructional programs and or products to be designed, developed and evaluated:
- Determine overall scope of program
- Identify sequence of instructional goals
- Specify and sequence anticipated learning
The artifact shows a sequencing of learning that moves from individual recall to interactive team based learning to support exchange of ideas to create a synthesis of learned content. Each unit within the course was designed in the same scope and sequence to provide a usable framework that supports repetition and consistency of learning methodology.
Reflection
The structure of the team based learning gives participants the ability to own the learning sequence of content thus enabling individual movement through each unit with confidence. The appeal process after each individual quiz is beneficial for both the students and the instructors. This process created clarification of content, reassessment of thinking when responding to questions, and opportunities for learners to provide additional or outside resources to promote higher level learning and ownership of response.
A concern with this methodology that should be considered is the ownership of individuals effort within the team process. Although learners are adults, the ownership of equal participation within team problems and simulations was not always evident. Students on some teams share frustration with team members who did not participate fully within the process.
Using team charters, facilitating team conflict, and learning about the use of collaboration on projects in the world of work are all areas that should be intentionally taught to students to enhance their participation with these assignments.
I continue to use this methodology due to the scaffold learning and require ownership of learning by the student. The structure creates a venue that supports higher level thinking and problem solving instead of a regurgitation of content with little or no connections.
Reimagining Education 