Is it time for Team-Based Learning in EAP?


The combination of iRAT and tRAT is essentially a collaborative two-stage test, an assessment approach used most often in STEM fields, but which would certainly benefit EAP given its enhancement of student learning (Drouin, 2010; Gilley & Clarkston, 2014; Rao, Collins & DiCarlo, 2002), and more specifically for EAP, the way it develops analytical discussion skills, which in turn promote deep learning (Ploetzner, Dillenbourg, Praier & Traum, 1999; Williams, Lombrozo & Rehder, 2010). • Written team appeals: if teams feel a question, rather than their knowledge, is at fault, they can write a team appeal which must make a clear argument, referring to evidence from the learning pack. This step takes place outside of class; the mini-genre provides good EAP argumentative writing practice, with the added benefit of helping teachers refine their test questions.


• Clarification session: finally, the teacher identifies which questions most teams got wrong and clarifies those concepts, providing just-in-time teaching (Novak, Gavrin, Christian & Patterson, 1999). This can take the form of a mini-lecture, or even better, teams who selected the correct answer on their first attempt can be invited to explain to the class, providing presentational speaking practice.


APPLICATION TASKS


The bulk of a TBL unit, about 70–80%, is spent on application tasks, where students work in their teams to pick the best choice from a given set of options or create the best response to a set prompt. Students first work out their choice as a team and then compare and defend their choice across teams. Unlike


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the questions in the RAP, the choices in the application tasks are not straightforward; there may be no correct answer, or they can be designed such that full analysis and application of known information makes one choice better than the rest. (If used for marking, the latter is necessary.) To ensure motivation and engagement, application tasks should follow the ‘4 S’ framework: 1. Address a Significant problem that demonstrates a concept’s usefulness. 2. Make a Specific choice among clear alternatives (e.g., Which of these is the best example of X? What is the most important piece of evidence in support of Y? Which statement would the author most agree with?). 3. Work on the Same problem as other teams, so each team will care about the conclusions and rationales of other teams. 4. Report their decisions Simultaneously, so differences among teams can be explored for the most instructional effect. Can be accomplished by holding up notecards, having team representatives write on the board, etc. (Michaelsen & Sweet, 2008)


Students must use an array of speaking, listening, and critical thinking skills to negotiate a single choice to the problem: excellent EAP practice which also refines thinking, leading to deeper learning (Marton & Saljo, 1976), and requires elaboration strategies, leading to better understanding and retention (Levin, 1988). After teams reveal their answers, the teacher facilitates a whole-class debrief where teams defend their answers and are encouraged to (constructively) challenge the conclusions of others. They thus question each other’s assumptions and gain insight into the thinking processes of others, important for developing criticality (Brookfield, 2012), and they get further opportunity to learn from


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