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Introduction to team-based learning (TBL)
Workshop details
2025-26 dates
Mon 8 December 10.00-13.00 (in person)
Mon 9 February 13.00-16.00 (in person)
Fri 15 May 10.00-13.00 (in person)
Upon completion of this workshop, participants will have:
- Described the stages in TBL;
- Identified with the experiences of a TBL learner;
- Analysed the educational value of the TBL process;
- Adapted TBL to their own teaching;
- Designed a TBL session.
Tutor
Dr Kate Ippolito
Administrative Enquiries
Su Beasley edudevcourses@ic.ac.uk
Who should attend?
Team-based learning (TBL) is a teaching strategy that offers the benefits of small group learning within large classes by creating opportunities for students to apply conceptual knowledge through a systematic process of preparatory work, individual assessment, teamwork and immediate feedback.
Key areas
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The structure of and educational rationale for TBL
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Facilitating student-led, peer learning
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Designing and planning for TBL
Prerequisite
This workshop assumes an understanding of key principles of teaching and learning. Prior attendance at 'Introduction to teaching for learning' or a comparable workshop is recommended as a prerequisite. This workshop requires some preparatory reading that will be emailed to you in advance.
Imperial STAR Framework
This workshop is particularly suitable for those seeking recognition at D1 or D2 level of the Imperial STAR Framework. It addresses the following dimensions of the Professional Standards Framework (PSF 2023): A1, A2, A3, A4, K1, K2, K3, V2, V3, V5.
Further Information
There are many examples of Team-based Learning at Imperial. Read about a few of them here:
James M, Baptista AMT, Barnabas D, Sadza A, Smith S, Usmani O, John C. Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. (2022). BMC Med Educ. 7;22(1):81. doi: 10.1186/s12909-022-03111-5. PMID: 35125094; PMCID: PMC8818362.
Charalambous, M., Hodge, J. A., & Ippolito, K. (2020). Statistically significant learning experiences: towards building self-efficacy of undergraduate statistics learners through team-based learning. Educational Action Research, 29(2), 226–244.
Greetham, M., & Ippolito, K. (2018). Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams. Higher Education Pedagogies, 3(V2), 510–521.
