Dear TBL Community, I am talking to a department who are implementing TBL for the first time this coming year. There are a few concerns, most of which I can address. However, one of them is about inclusion of students with diverse needs and I could do with your help! I am aware of the SCALE-UP study, but would welcome any other resources. In particular anything dealing with social anxiety and those students ‘unable to work in groups’ (my intuition is that TBL allows such students the structure and support to flourish, but evidence would be welcome). Many thanks!
Hi Steve!
We did a workshop on inclusive TBL design with Diane Langworthy and Lauren Anderson. You can check out the workshop recording here. I hope you find it useful.
Hi Steve, do you still have this question? In Manchester there was a presentation about anxiety and the reduce of anxiety in the classroom. This researcher also told us about the minimum account of students who contact the student counselor. A while ago I had a presentation in the Netherlands about wellbeing and TBL. Hopefully this will help you!
Hi,
There are a few studies that I have come across in my work, which I have found helpful:
Berkson, R., Richter, U. M., Veerabhatla, S. and Zasiekina, L. (2020) Experiences of Students with Communication Related Disabilities in the TBL Classroom, East European Journal of Psycholinguistics, 7(1).
Kent, S. (2015) Team-Based Learning for Students with High-Incidence Disabilities in High School Social Studies Classrooms, Learning disabilities research and practice, 30(1), pp. 3-14.
Romualdez, A. M., Walker, Z. and Remington, A. (2021) Autistic adults’ experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes, Autism & Developmental Language Impairments, 6, pp. 23969415211022955.
Wanzek, J., Kent, S. C., Vaughn, S. and Swanson, E. A. (2015) Implementing Team-Based Learning in Middle School Social Studies Classes, The Journal of educational research (Washington, D.C.), 108(4), pp. 331-344.
Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., Fall, A.-M., Stillman-Spisak, S. J. and Solis, M. (2014) The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School, Journal of Research on Educational Effectiveness, 7(2), pp. 183-204.
Thanks,
Rachel
Thanks so much to everyone for your thoughts and links - I have made these available to the department. Really appreciated!