1、Team-Based LearningWalt WagerlMichaelsen,Larry K.lKnight,Arletta B.lFink.L.DeelStylus Pub.2004Learning outcomeslDescribe the RAP procedure and why it workslDescribe other considerations with regard to TBLlChoose to learn more about team based learning techniqueslChoose to try it in your courseDiffer
2、ent from typical small group activities because it transformslSmall groups into teamslA technique into a strategylThe quality of student learningl(Restores)the joy of teachingAssumptionslCourse contains a significant body of information the students need to understand,andlThe students need to apply
3、or use this information in some meaningful way(solving problems,answering questions,resolving issues,developing new knowledge)A typical sequencelReading assignment(or other learning activity)lIndividual RATlTeam RATlTeam AppealslTeam critical thinking exercise(s)lPresentations and discussionslDebrie
4、fAppeals(Group only)lAppeals are granted when you can demonstrate that you understood the concept but:l1)the question was ambiguousl2)the reading materials were inadequate,or you disagree with my answer.lIf successful,points missed will be added to group and individual scores for that item.Important
5、 considerationslTeam size 5-7lHeterogeneous teams(assigned)lTeams must be able to have eye contact and hear one-anotherSequence of learning activitiesThree phasesPreparationApplicationAssessmentReading homework homeworkIn classOut of classIndiv.RATGroup RATAppealsInstructionGroup work Group work Tea
6、m project or examreviewCovers a 2-3 week block of timeOne major Topic or Unit of the courseRecommendationslGroups work together in classlThey stay together the whole termlSize 5-7 studentslNo assigned roleslGrade group worklInsure prompt feedback on individual and group performancelUse peer assessme
7、ntLarge classeslRequire a plan for distributing and collecting work 1 folder per grouplDistribute diversity among groups(line technique who came from outside the state line up by distance from the school,majors in the subject area,otherslSuggest at least 75 min periods.Course redesign steps1)Partiti
8、on course content into 5 or 6 macro units(typically 2-4 chapters of the course text.+readings).2)Develop the instructional goals and objectives3)Develop RATS and application exercises4)Design a grading system with students determining the weights for various components(within limits)Effective assign
9、mentslHigh individual accountabilitylMembers in close proximitylTasks require interaction cant be divided uplExternal comparison/feedbacklRewards for group work(as opposed to individual effort)The three SslSame problemlSpecific choices requiring the use of course conceptslSimultaneous reportingGrade
10、slGrade setting follows a practice RATlTeams discuss(10 minutes)percentage assigned to each of the major areas(at least 10%to each area).lIndividual performance(min 10%)lDistribution within individual performance RATS (max 50%of individual performance)Final Exam.lGroup Performance(min 10%)lPeer eval
11、uation(min 10%)lTeam rep.meets in fishbowl with other team reps to decide percentages.Peer EvaluationlAssign an average of ten points to the other members of your group.lDifferentiate some in your ratings(at least one score of 11 or higher,and one score of 9 or lower.lReasons for highest and lowest rating(s).Leamnson,Robert(1999).Thinking about Teaching and LearningStylus,Pub.lL.Dee Fink(2003).lJossey-Basslhttp:/mailer.fsu.edu/wwager/tbl/tbl.htm
