Educators are always looking for effective teaching approaches and strategies that benefit their students. Two common approaches include Problem-based Learning (PBL) and Team-based Learning (TBL).
PBL and TBL share several common characteristics – they are both student-centered approaches that involve small groups of students working together to solve real-world problems. However, these approaches are used in various contexts and produce different learning outcomes.
In PBL, students need to solve complex, real-world problems. There is one teacher/facilitator per small group. Unlike traditional classes, where the teacher begins classes by presenting the relevant material needed by students to solve a problem, PBL assigns the problem to the students first. The students then identify the concepts they need to know, and then apply them to solve the problem.
PBL requires students to have some prior knowledge about the subject. Thus, PBL works more effectively for higher level modules where students already understand basic concepts.
PBL problems are the classroom’s main subject matter, so they need to be structured well (Duch, Groh and Allen, 2001).
Through PBL, students are able to sharpen their problem-solving and critical thinking abilities (Kurt, 2020).
Team-based Learning, on the other hand, is a structured form of small-group learning that emphasizes student preparation out of class and the application of knowledge in class. There is usually one teacher/facilitator assigned to all the small groups in a classroom. While PBL focuses on problem-solving through existing knowledge, TBL focuses on preparing the students through prework before testing them individually and as a team. The students will then solve a real-world problem. There is also a peer evaluation component in TBL.
TBL problems – or the application activities – need to follow the 4S framework.
Application activities require teams to make a specific choice about a significant problem. Teams need to work on the same problem and report their decisions simultaneously. This structure allows teams to articulate their thinking. Teams need to evaluate their own reasoning when confronted with different decisions that other teams may make.
Here is a table that summarizes the differences between PBL and TBL:
|
Problem-based Learning |
Team-based Learning |
|
There is no mandatory prework component. |
There is a mandatory prework component. |
|
Students are not tested before attempting the problem, but they need to apply their existing knowledge during the group discussion. |
Students are tested individually and as a team to check their understanding of the prework before attempting the problem in the application component. |
|
PBL problems need not follow the 4S framework, but they need to be structured well as they are classroom’s main subject matter. |
TBL follows the 4S framework to structure the problem in the application component. |
|
There is no peer evaluation involved. |
There is peer evaluation involved. |
Before deciding whether to adopt TBL or PBL for your class, it is important to fully understand each approach. PBL might cause anxiety among students as classes can get messy without a proper structure. Prior learning experiences also may not prepare students well enough for PBL. TBL, on the other hand, is well-structured and requires students to conduct prework before classes. Thus, students start with the same knowledge, irrespective of their background.
Both students and facilitator are aware of the learning objectives that they are set out to achieve. This allows for a constructivist learning environment where students also become decision-makers in their learning journey. TBL also has a peer evaluation component which encourages students to take accountability for their learning.
If you would like to learn more about TBL, feel free to book a consultation with us here.
