TBL Case Study

Printable Team-based Learning Case Study

Module One View

Learning Outcome: Students will be able to describe the three most common communication styles.

Date	Topic	Learning Activities

Tuesday, 9/13/16

What is language?

Before class: Complete and annotate assigned readings.

In class: Complete understanding check.

In class: Complete table group activities: Create in infographic

Thursday, 9/15/16

How does perception affect language? (Part 1)

Thursday, 9/22/16

How does self-identity affect language? (Part 1)

Tuesday, 9/27/16

How does self-identity affect language? (Part 2)

Before class: Research an assigned topic in preparation for a panel debate.

In class: Participate in a panel debate.

Single Session View

9/13/16: What is Language?

Learning Outcome: Students will be able to describe the three most common communication styles.

Before Class	During Class	After Class
Read the Smith article on detailed note-taking and close reading practices. Read the Blakely article and annotate it, using the recommendations from the Smith article. Take a picture of your annotations and submit it via Canvas Assignment #2. Watch the video clip on communication styles.	Readiness Check/Attendance (15 minutes) Take the i>clicker readiness assessment. As a full group, review article annotations and discuss the Blakely article. Mini-Lecture 1 (15 minutes) Review key concepts and principles, taking notes and participating with questions. Table Group Activity 1, Create an Infographic (25 minutes) Complete Canvas Assignment #3: Discuss the communication style(s) demonstrated in the video clip and create an infographic that shows the communication styles you identified. Mini-Lecture 2 (10 minutes) Review key concepts and principles, taking notes and participating with questions. Table Group Activity 2 (15 minutes) Determine the key points to share with the class and write them on white boards. Move through table groups, sharing and refining key points until all points have been covered. Recap (10 minutes) What were the key concepts from today’s session? What activities need to be completed before the next time we meet?	Review in-class notes and refine. Print out the annotated slides from class and review them. (Optional)

Before Class

During Class

After Class

Read the Smith article on detailed note-taking and close reading practices.
Read the Blakely article and annotate it, using the recommendations from the Smith article.
Take a picture of your annotations and submit it via Canvas Assignment #2.
Watch the video clip on communication styles.

Readiness Check/Attendance (15 minutes)

Take the i>clicker readiness assessment.
As a full group, review article annotations and discuss the Blakely article.

Mini-Lecture 1 (15 minutes)

Review key concepts and principles, taking notes and participating with questions.

Table Group Activity 1, Create an Infographic (25 minutes)

Complete Canvas Assignment #3: Discuss the communication style(s) demonstrated in the video clip and create an infographic that shows the communication styles you identified.

Mini-Lecture 2 (10 minutes)

Review key concepts and principles, taking notes and participating with questions.

Table Group Activity 2 (15 minutes)

Determine the key points to share with the class and write them on white boards.
Move through table groups, sharing and refining key points until all points have been covered.

Recap (10 minutes)

What were the key concepts from today’s session?
What activities need to be completed before the next time we meet?

Review in-class notes and refine.

Print out the annotated slides from class and review them. (Optional)

Changes Made to the Traditional Version of the Course

Chunks of content that were previously covered in lecture are shared with students before the relevant sessions through the addition of video content and additional readings made available on the Canvas site in the Media Gallery.
Canvas features like Assignments, Modules, and Quizzes organize and sequence materials and activities, ensuring that students came to class prepared and understand the work they need to complete between classes.
Content that is shared during class is split into 15-minute chunks, with activities in between the presentations.
The grading/assessment strategy for the course now includes assessments that are completed in class as well as a project that student teams complete. Students receive a grade for their individual performance as well as for the team’s performance.

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TBL Case Study

Module One View

Single Session View

Changes Made to the Traditional Version of the Course

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