|
Beyond small groups - harnessing the extraordinary power of learning teams |
|
|
Getting started with team-based learning |
|
|
Creating effective assignments - a key component of team-based learning |
|
|
Group process research - implications for learning groups |
|
|
An alternative to lecturing in the sciences |
|
|
Using case studies in science - and still "covering the content" |
|
|
Working with nontraditional and underprepared students in health education |
|
|
A dramatic turnaround in a classroom of deaf students |
|
|
Overcoming initial mistakes when using small groups |
|
|
Creating group assignments that teach multiple concepts in interdisciplinary course content |
|
|
Team-based learning in large classes |
|
|
Using team-based learning in a very traditional cultural, and institutional context |
|
|
Team-based learning in international situations |
|
|
Team-based learning in a course combining in-class and online interaction |
|
|
Team-based learning - a strategy for transforming the quality of teaching and learning |
|
|
Appendices: A, Frequently asked questions about team-based learning. B, Calculating peer evaluation scores. C, Setting grade weights - a team-building exercise. D, Miscellaneous materials related to team-based learning. E, Speeding up team development wi |
|
|
Beyond small groups - harnessing the extraordinary power of learning teams |
|
|
Getting started with team-based learning |
|
|
Creating effective assignments - a key component of team-based learning |
|
図書
