One of the University of Bristol’s strategic priorities is to increase opportunities for active learning. Recently, I had the opportunity to observe a session led by Dr Rachael Miles with a new doctoral student cohort in the Engineering and Physical Research Council Centre for Doctoral Training (EPSRC CDT) in Aerosol Science using Team-Based Learning (TBL). While the session provided an excellent example of active learning in practice, what struck me most was how intentionally inclusion had been designed into the group work experience.

Group work can sometimes be challenging for students. Not everyone feels confident contributing in a team, and some students arrive with previous negative experiences of collaborative learning. Watching this session reminded me that successful group work rarely happens by accident. It requires careful planning, clear expectations, and opportunities for students to build trust with one another.

Starting with community

This was only the third time the cohort had met, yet students already knew each other’s names and seemed comfortable working together. This hadn’t happened by chance. Time had been invested at the beginning of the programme to help students get to know one another and develop a sense of belonging within the cohort, which had clearly really helped the relationship building.

Research consistently shows that students engage more effectively when they feel connected to their peers. Before expecting students to collaborate meaningfully, we need to create opportunities for them to build relationships.

Designing groups for inclusion

One of the key features of Team-Based Learning is that students remain in the same teams over a length of time. Rather than allowing students to self-select friendship groups, Rachael had carefully allocated students to teams, ensuring a mix of backgrounds and experiences.

The first task was simple but powerful. Teams were asked to choose a group name and create a coat of arms that represented all members of the group. Importantly, each element of the design needed to reflect something about the individuals within the team.

This activity did much more than provide an icebreaker. It encouraged students to share aspects of themselves, find common ground, and recognise the value that different perspectives bring to the group. By the time students moved on to the application tasks, they had already begun developing a shared identity.

I particularly liked the guidance that team names should be suitable for publication in a school magazine. This offered students creativity and ownership while providing a clear and professional framework.

Discussing challenges before they arise

Another particularly effective initial activity involved teams developing their own ground rules. This created space to discuss expectations around communication, participation and accountability.

In another task, students were asked to consider scenarios around issues that commonly arise in group work, such as a team member not contributing as expected. Rather than waiting for these issues to emerge, the activity prompted students to think proactively about how they would respond.

By normalising these conversations early, students were given tools to navigate challenges constructively. This is especially important for inclusion, as students often have very different expectations and experiences of collaborative work.

Scaffolding collaboration

A common concern with group work is that students may feel uncomfortable sharing ideas or challenging one another. What I observed was a carefully scaffolded approach.

Students first worked individually, completing an Individual Readiness Assurance Test (iRAT). They then completed the same task with their team (tRAT), discussing answers and reaching a collective decision.

Because relationship building activities had already taken place, students appeared comfortable sharing opinions and engaging in discussion. The collaborative stage felt constructive rather than intimidating.

This highlights an important principle of inclusive teaching, if we want students to work effectively together, we need to create conditions that allow them to do so successfully of which having the space to find out about each other, and having a shared way of working are vital elements.

Setting expectations early

Another feature that supported inclusion was the clarity of expectations. Students knew before joining the programme that collaborative learning would be a core part of their experience. There was no ambiguity about whether group work would occur or why it mattered.

This raises an important question for all of us. How often do we make our expectations around collaboration explicit?

There may be opportunities to communicate these expectations before students arrive, through programme information, welcome materials, or Blackboard spaces. Being transparent about the role of group work can help students prepare both practically and psychologically.

What can we learn from this?

The session reinforced for me that inclusive group work is not simply about placing students into teams. It is about creating an environment where students feel safe, valued and able to contribute.

Some key takeaways include:

• Invest time in relationship building before expecting effective collaboration.

• Consider allocating groups strategically rather than relying on self-selection.

• Make expectations about collaborative learning explicit from the outset.

• Provide opportunities for teams to establish shared ground rules.

• Help students anticipate and manage common group work challenges.

• Scaffold collaboration through structured activities and increasing levels of interaction.

The energy in the room was noticeable throughout the session. While it is still early in the programme, students appeared to have developed strong foundations for working together. Watching the process was a powerful reminder that when group work is carefully designed, it can support not only active learning but also belonging, confidence and inclusion.

Ultimately, inclusive group work is not about hoping students will collaborate successfully. It is about creating the conditions that help them do so. Thank you, Rachael, for the opportunity to see how you put TBL in action.

Please share your thoughts on how you go about making group work inclusive, and let us know if you have tried out TBL in your sessions.

Further references on TBL

Peer-to-peer learning and support: Two-stage assessments – Bristol Institute for Learning and Teaching

Team Based Learning Masterclass – Bristol Institute for Learning and Teaching

What is Team-Based Learning? | TBL Principles & Process