Team-Based Learning - Florida State University以团队为基础的学习-佛罗里达州立大学.pptVIP

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Team-Based Learning - Florida State University以团队为基础的学习-佛罗里达州立大学.ppt

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Team-Based Learning - Florida State University以团队为基础的学习-佛罗里达州立大学

Team-Based Learning Walt Wager Michaelsen, Larry K. Knight, Arletta B. Fink. L. Dee Stylus Pub. 2004 Learning outcomes Describe the RAP procedure and why it works Describe other considerations with regard to TBL Choose to learn more about team based learning techniques Choose to try it in your course Different from typical small group activities because it transforms Small groups into teams A technique into a strategy The quality of student learning (Restores) the joy of teaching Assumptions Course contains a significant body of information the students need to understand, and The students need to apply or use this information in some meaningful way (solving problems, answering questions, resolving issues, developing new knowledge) A typical sequence Reading assignment (or other learning activity) Individual RAT Team RAT Team Appeals Team critical thinking exercise(s) Presentations and discussions Debrief Appeals (Group only) Appeals are granted when you can demonstrate that you understood the concept but: 1) the question was ambiguous 2) the reading materials were inadequate, or you disagree with my answer. If successful, points missed will be added to group and individual scores for that item. Important considerations Team size 5-7 Heterogeneous teams (assigned) Teams must be able to have eye contact and hear one-another Sequence of learning activities Recommendations Groups work together in class They stay together the whole term Size 5-7 students No assigned roles Grade group work Insure prompt feedback on individual and group performance Use peer assessment Large classes Require a plan for distributing and collecting work – 1 folder per group Distribute diversity among groups (line technique – who came from outside the state line up by distance from the school, majors in the subject area, others Suggest at least 75 min periods. Course redesign steps Partition course content into 5 or 6 macro units (typically 2 -4 chapters of the course text. + readings).