Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement

✍ Scribed by Michael Sweet (editor), Larry K. Michaelsen (editor)

• Publisher: Stylus Publishing
• Year: 2012
• Tongue: English
• Leaves: 334
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover
Contents
INTRODUCTION
PART ONE: FOUNDATIONS
1. CRITICAL THINKING AND ENGAGEMENT: Creating Cognitive Apprenticeships With Team-Based Learning
2. FACILITATING APPLICATION ACTIVITIES
3. PEER FEEDBACK PROCESSES AND INDIVIDUAL ACCOUNTABILITY IN TEAM-BASED LEARNING
PART TWO: VOICES OF EXPERIENCE
4. APPLICATION EXERCISES: Challenges and Strategies in the Psychology Classroom
5. CONNECTING STUDENTS TO THE SOCIAL WORLD: Using Team-Based Learning in the Sociology Classroom
6. TEAM-BASED LEARNING IN ECONOMICS: A Pareto Improvement
7. TEAM-BASED LEARNING IN SOCIAL SCIENCES RESEARCH METHODS CLASSES
8. TEAM-BASED LEARNING FOR CRITICAL READING AND THINKING IN LITERATURE AND GREAT BOOKS COURSES
9. TEAM-BASED LEARNING IN THE FIRST-YEAR ENGLISH CLASSROOM
10. AMERICAN HISTORY LEARNED, ARGUED, AND AGREED UPON: Team-Based Learning in a Large Lecture Class
11. DISCERNING THE ELEMENTS OF CULTURE: A Team-Based Learning Approach to Asian Religions and Cultures
12. APPLYING TEAM-BASED LEARNING WITH MEXICAN AMERICAN STUDENTS IN THE SOCIAL SCIENCE CLASSROOM
13. USING TEAM-BASED LEARNING TO MEET THE AMERICAN PSYCHOLOGICAL ASSOCIATION RECOMMENDATIONS FOR UNDERGRADUATE PSYCHOLOGY EDUCATION
14. USING TEAMS IN AN INTERDISCIPLINARY TECHNOLOGY AND SOCIETY COURSE: Team-Based Learning in Interdisciplinary Courses
15. USING TECHNOLOGY TO SUPPORT TEAM-BASED LEARNING
16. PERSPECTIVES ON USING TEAM-BASED LEARNING TO TEACH INTRODUCTORY U.S. GOVERNMENT COURSES
17. THEATRE IS A COLLABORATIVE ART: Using Team-Based Learning in Arts General Education
18. I DON’T DARE TEACH WITH INQUIRY-BASED TEACHING METHODS WHEN I HAVE STATE TESTING BREATHING DOWN MY NECK: Adapting Team-Based Learning to a Seventh-Grade Life Science Classroom
CONTRIBUTORS
INDEX
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