Team-Based Learning: Small Group Learning's Next Big Step. New Directions for Teaching and Learning, Number 116. J-B TL Single Issue Teaching and Learning

  • ID: 2241656
  • Book
  • 128 Pages
  • John Wiley and Sons Ltd
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Team–Based Learning (TBL) is a unique form of small–group learning designed in and for the college classroom. TBL′s special combination of incentives and corrective feedback quickly transforms groups into high–performance learning teams, with no time taken from the coverage of course content. In this issue, the authors describe the practical elements of TBL, how it can look in the classroom, and what they have learned as it has grown into an interdisciplinary and international practice.

Chapters discuss:

  1. The Essential Elements of Team–Based Learning
  2. The Social Foundation of Team–Based Learning: Students Accountable to Students
  3. Knowledge is No Longer Enough: Enhancing Profession Education with Team–Based Learning
  4. Teaching Skills for Facilitating Team–Based Learning
  5. Peer Assessment and Evaluation in Team–Based Learning
  6. Technological Alternatives to Paper–Based Components of Team–Based Learning
  7. Team–Based Learning in Asynchronous Online Settings
Importantly, TBL is not about teaching but about learning. Several articles in this volume illustrate this emphasis by using TBL students′ own words to reinforce key ideas.

This is the 116th volume of the Jossey–Bass quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

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PREFACE (Larry K. Michaelsen, L. Dee Fink).

1. The Essential Elements of Team–Based Learning (Larry K. Michaelsen, Michael Sweet)
This chapter describes the building blocks of team–based learning and the steps necessary to put them successfully into place.

2. The Social Foundation of Team–Based Learning: Students Accountable to Students (Michael Sweet, Laura M. Pelton–Sweet)
This chapter discusses the impact that accountability among team members has on team–based learning and what role that plays in the learning.

3. Knowledge Is No Longer Enough: Enhancing Professional Education with Team–Based Learning (Jim Sibley, Dean X. Parmelee)
Team–based learning is ideally suited to meet the demands placed on professional schools as they confront a new generation of challenges.

4. Teaching Skills for Facilitating Team–Based Learning (Derek R. Lane)
This chapter describes the teaching competencies, facilitation strategies, and personal characteristics that will increase student commitment and maximize the likelihood of successful TBL implementation.

5. Peer Assessment and Evaluation in Team–Based Learning (Christina M. Cestone, Ruth E. Levine, Derek R. Lane)
This chapter discusses the pedagogical merits of peer assessment and evaluation as mechanisms for strengthening student accountability.

6. Technological Alternatives to Paper–Based Components of Team–Based Learning (Daniel H. Robinson, Joshua D. Walker)
The authors describe the development of a computer–based, team–based testing system and other uses of technology they have incorporated into their TBL classroom.

7. Team–Based Learning in Asynchronous Online Settings (Sunay Palsolé, Carolyn Awalt)
The authors report on their implementation of the principles of teambased learning within the affordances and constraints of a purely online, asynchronous course.

Appendix: Key Teaching Activities for Team–Based Learning.

INDEX.

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Larry K. Michaelsen is professor of management at Central Missouri, David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, and former editor of the Journal of Management Education.

Michael Sweet is a faculty development specialist for the Division of Instructional Innovation and Assessment at the University of Texas at Austin.

Dean X. Parmelee is associate dean for Academic Affairs at the Wright State University Boonshoft School of Medicine and a professor of psychiatry and pediatrics.

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