LITERATURE REVIEW-DOMAIN D 1

Literature Review - Domain D:

The Effects of Team-Based Learning on Social Studies
Knowledge Acquisition in High School
Katelynn Estrada
National University
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Abstract

There are numerous debates among educators in how to best instruct students. Though these

debates are numerous and continuing, educators agree that the goal is to improve student

knowledge and ability to think critically about content. The social studies provide a unique

opportunity to achieve these instructional goals. The National Council for Social Studies

advocates for instruction that connects content to students’ lives, incorporates a broad range of

resources for learning such as critical and creative thinking and active engagement.
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Literature Review-Domain D

Social studies have shifted away from mere memorization of facts with a new focus on deeper

connections with content to acquire new knowledge. Achieving the new goals of social studies is

an obvious challenge as reflected by the data collected by the National Assessment of

Educational Progress. This data shows 17% of eighth graders and 12% of 12th graders

demonstrated proficiency in the area of U.S. history (Wanzek, et al, p. 184). To combat these

trends, the article by J Wanzek et al explores the team-based learning as an instructional tool.

Team-based learning is structured small-group learning where students are placed into

strategic teams and work together on “modules” or units of study. The purpose of TBL is to

extend beyond “covering content and instead focus on giving students the opportunity to solve

problems within a content area. The benefits of team-based learning are that students achieve a

stronger depth of understanding, a better insight into their own abilities and limitations as

learners and that at-risk students. From a faculty perspective, team-based learning has many

benefits. First, this type of approach to learning can improve student engagement and interest.

Second, this type of learning may allow teachers to create stronger relationships with students as

they have more time to listen and observe in the classroom.

Team-based learning represents a shift away from what can be considered traditional

instruction in social studies. Team Based Learning or TBL is a form of instruction that features

“active engagement through collaborative group discourse about critical content.” (Wanzek et al,

2014, p. 184). Social studies traditionally have been acquired by lecture or interaction with texts.

Though these types of instructional approaches are standard practices for educators, they are

passive ways of learning content. “Active student engagement with content supported through

discourse and inquiry has been linked to the development of critical thinking skills as well as
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high level of academic rigor in the classroom.” (Waznek et al, 2014, p. 184). A component of

active student engagement is the incorporation of collaborative and reflective student

discussions. Collaborative discourse amongst students is a crucial component of TBL.

Instruction during team-based learning requires students to learn a topic, express their

ideas, and be challenged. Additionally, team-based learning involves four additional

components. 1. Heterogenous teams in the class, 2. A check on student understand, 3. Team

application in an activity and 4. A peer evaluation process. “thus, the TBL framework

incorporates several evidence-based instructional practices, incorporating individual and group

accountability, feedback cycles including reteaching motivational aspects and structured

discussions.” (Wanzek et al, 2014, p. 185).

Though TBL is a promising approach to studying social studies, there exists little

research on the benefits of its use in the classroom. Initial studies show that TBL implementation

may be useful for students who are in the college-ready stage pf development. Experiments show

that students in this age range did increase content knowledge for many students when

participating in a TBL formatted class. TBL allows students and instructors to become partners

in the road to knowledge.

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References:

Michaelson, L, Sweet, M. & Parmalee, D. (2009) Team-Based Learning: Small Group

Learning’s Next Big Step. New Directions in teaching and Learning, 7-27. Retrieved from:
file:///Users/katieestrada/Desktop/TBL%20Essentials%20(1).pdf

Wanzek, Jeanne et al. (2014) The Effects of Team-Based Learning on Social Studies Knowledge
Acquisition in High School. Journal of Research on Educational Effectiveness. 184-201.