Team-Based Learning (TBL) offers a powerful antidote to passive instruction by shifting the cognitive load from teacher to student—yet implementing TBL in K–12 classrooms requires intentional scaffolding that supports diverse learners while promoting independence. This interactive workshop invites participants to experience and analyze how scaffolds can make TBL both rigorous and accessible across K–12 contexts. Using a “living the learning” format, attendees will engage in a condensed TBL module, explore research behind cognitive load theory and active learning, and identify practical scaffolds that prepare students to take the lead in their learning.

Participants begin with a brief overview of research demonstrating that structured active learning increases achievement, engagement, and transfer of knowledge, particularly for historically marginalized learners. They then move into a live readiness assurance process—including individual and team assessments—to experience how scaffolds such as pre-reading supports, guided questioning, and immediate feedback build both confidence and accountability.

Next, participants engage in a 4S (significant problem, same problem, specific choice, simultaneous report) application activity designed for K–12 learners. Through this activity, teams identify the types of scaffolds—literacy supports, routines, templates, discussion protocols, technology tools, peer modeling, and chunked reasoning tasks—that make TBL effective even for emerging readers, multilingual learners, and students who struggle with self-regulation.

Following the application activity, the facilitator will name components of the TBL Framework and compare them to other high-leverage instructional frameworks. The workshop concludes with a guided planning period where educators analyze their own teaching context and design a small-scale, scaffolded TBL move they can immediately implement. Participants leave with practical examples, templates, and strategies for designing TBL modules that gradually release responsibility, foster deeper learning, and empower students to take ownership of their thinking.