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Author: Stephanie Hirsh
Publisher:
ISBN: 9780990315858
Category :
Languages : en
Pages :
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Book Description
Author: Stephanie Hirsh
Publisher:
ISBN: 9780990315858
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Larry K. Michaelsen
Publisher: Taylor & Francis
ISBN: 1000980367
Category : Education
Languages : en
Pages : 229
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Book Description
This book describes team-based learning (TBL), an unusually powerful and versatile teaching strategy that enables teachers to take small group learning to a whole new level of effectiveness. It is the only pedagogical use of small groups that is based on a recognition of the critical difference between "groups" and "teams", and intentionally employs specific procedures to transform newly-formed groups into high performance learning teams.This book is a complete guide to implementing TBL in a way that will promote the deep learning all teachers strive for. This is a teaching strategy that promotes critical thinking, collaboration, mastery of discipline knowledge, and the ability to apply it.Part I covers the basics, beginning with an analysis of the relative merits and limitations of small groups and teams. It then sets out the processes, with much practical advice, for transforming small groups into cohesive teams, for creating effective assignments and thinking through the implications of team-based learning.In Part II teachers from disciplines as varied as accounting, biology, business, ecology, chemistry, health education and law describe their use of team-based learning. They also demonstrate how this teaching strategy can be applied equally effectively in environments such as large classes, mixed traditional and on-line classes, and with highly diverse student populations.Part III offers a synopsis of the major lessons to be learned from the experiences of the teachers who have used TBL, as described in Part II. For teachers contemplating the use of TBL, this section provides answers to key questions, e.g., whether to use team-based learning, what it takes to make it work effectively, and what benefits one can expect from it–for the teacher as well as for the learners.The appendices answer frequently asked questions, include useful forms and exercises, and offer advice on peer evaluations and grading. A related Web site that allows readers to “continue the conversation,” view video material, access indexed descriptions of applications in various disciplines and post questions further enriches the book. The editors’ claim that team-based instruction can transform the quality of student learning is fully supported by the empirical evidence and examples they present. An important book for all teachers in higher education.
Author: Leo Gafney
Publisher: Springer Science & Business Media
ISBN: 1402061862
Category : Education
Languages : en
Pages : 160
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Book Description
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.
Author: Larry K. Michaelsen
Publisher: Taylor & Francis
ISBN: 1000979547
Category : Education
Languages : en
Pages : 171
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Book Description
Education in the health professions is placing greater emphasis on “active” learning–learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice. Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.
Author: Michael Sweet
Publisher: Taylor & Francis
ISBN: 1000980979
Category : Education
Languages : en
Pages : 355
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Book Description
Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world.This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL – readiness assurance, design of application exercises, permanent teams, peer evaluation – and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields.The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses.At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.
Author: Akira Tajino
Publisher: Routledge
ISBN: 1317513185
Category : Education
Languages : en
Pages : 215
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Book Description
This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
Author: Jim Sibley
Publisher: Taylor & Francis
ISBN: 100097880X
Category : Education
Languages : en
Pages : 210
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Book Description
This book is written for anyone who has been inspired by the idea of Team-Based Learning (TBL) through his or her reading, a workshop, or a colleague’s enthusiasm, and then asks the inevitable question: how do I start?Written by five authors who use TBL in their teaching and who are internationally recognized as mentors and trainers of faculty making the switch to TBL, the book also presents the tips and insights of 46 faculty members from around the world who have adopted this teaching method.TBL is a uniquely powerful form of small group learning. It harnesses the power of teams and social learning with accountability structures and instructional sequences. This book provides the guidance, from first principles to examples of practice, together with concrete advice, suggestions, and tips to help you succeed in the TBL classroom. This book will help you understand what TBL is and why it is so powerful. You will find what you need to plan, build, implement, and use TBL effectively. This book will appeal to both the novice and the expert TBL teacher.
Author: Ruth E. Levine
Publisher: Springer Nature
ISBN: 3030629236
Category : Education
Languages : en
Pages : 49
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Book Description
This volume provides step-by-step instruction in creating a Team-Based Learning (TBL) module or course. In clear and concise language, the authors describe the content and purpose of each component of a TBL instructional unit. Using the principle of backward design, they then outline the process for creating a TBL learning activity. Practical issues of implementation are reviewed including team formation, orientation, incentive structures, appeals and peer evaluation. The factors that might facilitate or sabotage success are provided as well with discussion of the importance of “buy-in” and organization, getting the right room, the challenge of moving from lecturer to facilitator, and the dangers of over-testing or providing an inadequate incentive structure. In the final chapter the authors provide resources and tips for developing the knowledge and skills to launch a TBL course or curriculum.
Author: Michael Pearn
Publisher: CIPD Publishing
ISBN: 9780852927342
Category : Business & Economics
Languages : en
Pages : 180
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Book Description
Empowering Team Learning provides step-by-step guidance on how to design and run an effective programme to ensure that your employees take responsibility for generating their own ideas and implementing their own solutions. A powerful approach which stimulates and motivates employees and transforms groups into creative and skillful agents for change.
Author: Laurie O. Campbell
Publisher: Springer Nature
ISBN: 303077614X
Category : Education
Languages : en
Pages : 226
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Book Description
This book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices. The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning. The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines. Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging. The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches.
