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 workeffectively, 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.
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