Team based Learning

The remarkable teaching strategy of team learning is explained in this book, taking the teaching of small groups to a whole new level.

Team based Learning

Team based Learning

The remarkable teaching strategy of team learning is explained in this book, taking the teaching of small groups to a whole new level. Team learning's distinctive feature is its ability to transform "groups" into "teams" and use the energy from team dynamics to generate significant learning, offering teachers advantages that are not available in any other form of teaching.

Team based Learning

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.

Team based Learning

Team based Learning


Lecture free Teaching

In Team-Based Learning: A transformative use of small groups in college teaching, eds. L. K. Michaelsen, A. B. Knight, and L. D. Fink, 97–104. Sterling, VA: Stylus. Epstein Educational Enterprises. 2005. IF-AT.

Lecture free Teaching

Lecture free Teaching


Team Based Learning Small Group Learning s Next Big Step

Birmingham, C., and McCord, M. “Group Process Research: Implications for Using Learning Groups.” In L. K. Michaelsen, A. B. Knight, and L. D. Fink (eds.), Team-Based Learning: A Transformative Use of Small Groups in College Teaching.

Team Based Learning  Small Group Learning s Next Big Step

Team Based Learning Small Group Learning s Next Big Step

Team-Based Learning (TBL) is a unique form of small-group learningdesigned in and for the college classroom. TBL's specialcombination of incentives and corrective feedback quicklytransforms groups into high-performance learning teams, with notime taken from the coverage of course content. In this issue, theauthors describe the practical elements of TBL, how it can look inthe classroom, and what they have learned as it has grown into aninterdisciplinary and international practice. Chapters discuss: The Essential Elements of Team-Based Learning The Social Foundation of Team-Based Learning: StudentsAccountable to Students Knowledge is No Longer Enough: Enhancing Profession Educationwith Team-Based Learning Teaching Skills for Facilitating Team-Based Learning Peer Assessment and Evaluation in Team-Based Learning Technological Alternatives to Paper-Based Components ofTeam-Based Learning Team-Based Learning in Asynchronous Online Settings Importantly, TBL is not about teaching but about learning. Severalarticles in this volume illustrate this emphasis by using TBLstudents' own words to reinforce key ideas. This is the 116th volume of the Jossey-Bass quarterly reportseries New Directions for Teaching and Learning,which offers a comprehensive range of ideas and techniques forimproving college teaching based on the experience of seasonedinstructors and the latest findings of educational andpsychological researchers.

Team Based Learning in the Social Sciences and Humanities

Group Work that Works to Generate Critical Thinking and Engagement Michael Sweet, Larry K. Michaelsen. CHAPTER 12 ... I ordered Team-Based Learning: A Transformative Use of Small Groups in College Teaching (Michaelsen, Knight, & Fink, ...

Team Based Learning in the Social Sciences and Humanities

Team Based Learning in the Social Sciences and Humanities

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.

Positive Psychology in Higher Education

Michaelsen, L.K. (2004a). Team-based learning in large classes. In L.K. Michaelsen, A.B. Knight, & L.D. Fink (Eds.), Team-based learning: A transformative use of small groups in college teaching (pp. 153–167). Sterling, VA: Stylus.

Positive Psychology in Higher Education

Positive Psychology in Higher Education

Positive psychology – the scientific study of happiness – is a rapidly burgeoning field, and in no area more so than education. More departments than ever are offering courses in positive psychology, and demand for these courses is consistently high. Graduate programs offering concentrations in positive psychology have appeared at both masters and doctoral level. Educational institutions have expressed interest in using principles of positive psychology to inform institutional structure, faculty development and pedagogy. Positive psychology has been taught and applied in higher education for almost as long as it has existed as a field, but there is little in the way of published literature that brings all of these developments together. The chapters in this volume represent the use of positive psychology at all levels of higher education – from institutional practices and curricular development to pedagogy and the teaching of positive psychology content itself. This book provides an in-depth look at this exciting area of applied positive psychology which will be relevant to educators and administrators alike. This book is based on a special issue of The Journal of Positive Psychology.

Team Based Learning for Health Professions Education

Give Feedback on Performance to Motivate Individuals and Maintain Team Cohesiveness In Team-Based Learning: A Transformative Use of Small Groups in College Teaching (Michaelsen, Knight, & Fink, 2004), Birmingham and McCord (2004) ...

Team Based Learning for Health Professions Education

Team Based Learning for Health Professions Education

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.

The SAGE Handbook of Management Learning Education and Development

Westport, CT: Praeger. Michaelsen, L.K., Knight, A.B. and Fink, L.D. (2004) Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus. Michaelsen, L.K and McCord, M. (2006) 'Teaching business by ...

The SAGE Handbook of Management Learning  Education and Development

The SAGE Handbook of Management Learning Education and Development

The scholarship of management teaching and learning has established itself as a field in its own right and this benchmark handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debates and reviews the emerging research agenda. Chapters embrace the study of organizations as a whole, the concepts of individual and collective learning, the delivery of formal management education and the facilitation of management development. Through consideration of these themes the Handbook analyzes, promotes and critiques the contribution of management learning, education and development to management understanding. It will be an invaluable point of reference for all students and researchers interested in broadening their understanding of this exciting and dynamic new field.

Evidence Based Education in the Health Professions

Team-Based Learning: a transformative use of small groups. Westport, CT: Greenwood Publishing Group; 2002. Fink LD. Beyond small groups: harnessing the extraordinary power of learning teams. In: Michaelsen LK, Knight AB, Fink LD, ...

Evidence Based Education in the Health Professions

Evidence Based Education in the Health Professions

Evidence-based education is an attempt to find, critique and implement the highest quality research evidence that underpins the education provided to students.This comprehensive book presents concepts key to evidence-based education, learning and teaching, analysing a wide range of allied health professions in depth. It introduces unique, inspirati

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