"Five years ago, after 25 years of teaching, I adopted Team-Based Learning. The impact on student learning and my pleasure in teaching was profound. My course gained such a positive reputation that it grew from 25 students to 400--with TBL equally effective at this level of enrollment--and I recently was recognized with the Chancellor's Award for Excellence in Teaching. This book includes all the wisdom, inspiration and practical advice needed to implement TBL in the classroom." -- Jane Connor, professor of Psychology, SUNY Binghamton
"Five years ago, after 25 years of teaching, I adopted Team-Based Learning. The impact on student learning and my pleasure in teaching was profound. My course gained such a positive reputation that it grew from 25 students to 400--with TBL equally effective at this level of enrollment--and I recently was recognized with the Chancellor's Award for Excellence in Teaching. This book includes all the wisdom, inspiration and practical advice needed to implement TBL in the classroom." -- Jane Connor, professor of Psychology, SUNY Binghamton
Larry K. Michaelsen is Professor of Management at Central Missouri State University and is David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, a Fulbright Senior Scholar, and former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university, and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 80 academic disciplines and on over 200 campuses in the US and in eight foreign countries. The other is an Integrative Business Experience (IBE) program that links student learning in three core courses to their experience in creating and operating an actual start-up business whose profits are used to fund a hands-on community service project. Arletta Bauman Knight received her doctorate in instructional communication from the University of Oklahoma and served as Associate Director of the Instructional Development Program at that institution (1992--2002). L. Dee Fink
Inhaltsangabe
Preface. Part I. The Key Ideas of Team Based Learning. 1, Beyond Small Groups Harnessing the Extraordinary Power of Learning Teams 2, Getting Started with Team Based Learning 3, Creating Effective Assignments A Key Component of Team Based Learning 4, Group Process Research Implications for Learning Groups. Part II. The Voices of Experience. 5, An Alternative to Lecturing in the Sciences 6, Using Case Studies in Science and Still "Covering the Content" 7, Working with Nontraditional and Underprepared Students in Health Education 8, A Dramatic Turnaround in a Classroom of Deaf Students 9, Overcoming Initial Mistakes When Using Small Groups 10, Creating Group Assignments that Teach Multiple Concepts in Interdisciplinary Course Content 11, Team Based Learning in Large Classes 12, Using Team Based Learning in a Very Traditional Cultural, and Institutional Context 13, Team Based Learning in International Situations 14, Team Based Learning in a Course Combining In Class and Online Interaction Part III. Major Lessons about Team Based Learning. 15, Team Based Learning A Strategy for Transforming the Quality of Teaching and Learning. Appendices. A, Frequently Asked Questions about Team Based Learning B, Calculating Peer Evaluation Scores C, Setting Grade Weights A Team Building Exercise D, Miscellaneous Materials Related to Team Based Learning E, Speeding up Team Development with Immediate Feedback. Bibliography. Index. About the Editors and Contributors.
Preface. Part I. The Key Ideas of Team Based Learning. 1, Beyond Small Groups Harnessing the Extraordinary Power of Learning Teams 2, Getting Started with Team Based Learning 3, Creating Effective Assignments A Key Component of Team Based Learning 4, Group Process Research Implications for Learning Groups. Part II. The Voices of Experience. 5, An Alternative to Lecturing in the Sciences 6, Using Case Studies in Science and Still "Covering the Content" 7, Working with Nontraditional and Underprepared Students in Health Education 8, A Dramatic Turnaround in a Classroom of Deaf Students 9, Overcoming Initial Mistakes When Using Small Groups 10, Creating Group Assignments that Teach Multiple Concepts in Interdisciplinary Course Content 11, Team Based Learning in Large Classes 12, Using Team Based Learning in a Very Traditional Cultural, and Institutional Context 13, Team Based Learning in International Situations 14, Team Based Learning in a Course Combining In Class and Online Interaction Part III. Major Lessons about Team Based Learning. 15, Team Based Learning A Strategy for Transforming the Quality of Teaching and Learning. Appendices. A, Frequently Asked Questions about Team Based Learning B, Calculating Peer Evaluation Scores C, Setting Grade Weights A Team Building Exercise D, Miscellaneous Materials Related to Team Based Learning E, Speeding up Team Development with Immediate Feedback. Bibliography. Index. About the Editors and Contributors.
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