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To prepare for class, students study multimedia materials you upload in Interactive Study Materials tools. Enrich parts of the material with questions to encourage self-testing and knowledge absorption, or inline discussions that promote collaborative learning and improved understanding. You can also use the Engagement Assistant feature (powered by AI) to help with generating context-based open questions and discussions.
Students individually complete a quiz based on the pre-class materials based you assigned previously within Team Based Learning tool. They will not see the correct answers yet.
Students retake the previous test in teams. Collaboratively they discuss their answers to reach a consensus on the correct responses. This promotes critical thinking, solidifies understanding, and addresses misconceptions. It also fosters accountability for the preparation step and builds a sense of community in the learning process.
This phase offers students the opportunity to obtain clarity and deepen their understanding. It presents a space where students can seek additional explanations on troublesome questions and engage in discussions with the instructor to bridge knowledge gaps.
All teams are presented with the same scenario/problem, which is similar to what they’ll encounter in their careers. They are challenged to make interpretations, calculations, predictions, analyses, synthesis and then choose from a range of options. At the deadline all teams post their choice at the same time.
Instructors facilitate in-class discussion surrounding the solutions posted by groups. The teacher encourages the opportunity to challenge and defend perspectives and choices. This provides immediate feedback to the teams to improve critical thinking, and practices the communication kills like explaining and giving constructive feedback.
Optionally, all teams submit their solution to the application problem with justifications and background reasoning. This can be done within the Discussion on Work tool as a document, visual representation, or video. Teams browse and comment on the solutions up for public display.
Teams can appeal to wrong answers in this phase. If a team feels a question was misleading and they rewrite a clearer one, or if they can convince that their answer is best with argumentation and sources, you can grant extra credit if they re-write a clearer one.
Students evaluate peers’ performance based on criteria like participation, preparedness, collaboration, contribution, and reliability. This feedback encourages accountability and self-reflection, promoting continuous improvement in teamwork and collaboration throughout the course.
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