TEAM BASED LEARNING TBL - Server以團(tuán)隊(duì)為基礎(chǔ)的學(xué)習(xí)任務(wù)服務(wù)器.ppt

1、TEAM BASED LEARNING TBL,WHAT IS TBL,Strategy for learning content Strategy for content application,WHY TBL,Enhance student learning Promote student involvement Foster team building,Essential Principles of TBL,Teams must be properly formed and managed Students must be made accountable Team assignment

2、s must promote both learning and team development Students must receive frequent and immediate feedback,FORMING TEAMS (GROUPS),Minimize barriers to cohesiveness Distribute member resources Within Diverse Between Evenly matched Permanent Fairly large (5-7 members) Formed by instructor,Sequence of Lea

3、rning ActivitiesOut of class In class,Reading RAP process Homework Group work Homework Group work Review Group project/exam Four to seven learning modules per semester,RAP Process,Individual Readiness Assessment Test (RAT) Usually true-false or multiple choice covering content Team Test (RAT) Same a

4、s individual Appeals Corrective instruction,STUDENTS MUST BE ACCOUNTABLE,For individual pre-class preparation For high-quality team performance For contributing to their team,Grading Components,Individual performance RAT Individual exams or papers Group performance RAT Projects or activities or exam

5、s Peer evaluation,Assignments promote learning and team development,Overcome forces that promote “social loafing” (uneven member participation) Make assignments to promote group cohesiveness Key variables Avoid assignments that reduce cohesiveness,“Social Loafing” Forces,Some resist participation So

6、me prefer to dominate Some believe they lack content knowledge Some may not be committed to group success Some concerned about being disagreeable or overly aggressive Task may be completed by one or two members working alone Task does not require member agreement,Promote Group CohesivenessAssignment

7、 Key Variables,High level of individual accountability Bring members into close proximity Motivate discussion among team members Insure immediate, unambiguous and meaningful feedback Provide explicit rewards for team performance,Individual Accountability,Advance preparation (RAT individual) Each mem

8、ber contributes (RAT group) These promote learning and Bring shy students into discussion Tones down dominant members; they start to listen,Proximity of members,Use in class assignments Avoid assignments that can be completed outside of class by members working individually Promotes team development

9、,Motivate Discussion,Make assignments that require a concrete decision that is based on analysis of a complex issue The shorter the answer the better Promotes content learning Reinforces aspects of group interaction Other members input is important Accomplish more working together than each can on t

10、heir own,Provide Meaningful Feedback,Powerful Compare to other groups Motivates groups to be the best Must defend groups choice against challenges The more immediate the feedback the better,Reward Group Success,Must count for the grade Love of learning is generally not a sufficient motivator Without

11、 reward for group success, members see themselves as only competing with other members,Feedback,The quicker the better Other group members Other groups Instructor,Effective Group Activities,Employ the “3 S” approach Same assignment Specific choice Simultaneous reporting,Effective Group Activities,Pr

12、ior to group discussion Are group members working on the same assignment and required to make a specific choice, individually and in writing?,Effective Group Activities,During discussions within groups Are groups required to share members individual choices and agree on a specific choice? Will the discussion focus on Why/How Will the groups choice(s) be represented in a form that enables immediate and direct comparisons with other groups?,Effective Group Activities,During discussions between groups Are group decisions reported simultaneously? Do group “reports” f