Getting Started With Team-Based Learning

This book is written for anyone who has been inspired by the idea of Team-Based Learning (TBL) through his or her reading, a workshop, or a colleague’s enthusiasm, and then asks the inevitable question: how do I start?Written by five authors who use TBL in their teaching and who are internationally recognized as mentors and trainers of faculty making the switch to TBL, the book also presents the tips and insights of 46 faculty members from around the world who have adopted this teaching method.TBL is a uniquely powerful form of small group learning. It harnesses the power of teams and social learning with accountability structures and instructional sequences. This book provides the guidance, from first principles to examples of practice, together with concrete advice, suggestions, and tips to help you succeed in the TBL classroom. This book will help you understand what TBL is and why it is so powerful. You will find what you need to plan, build, implement, and use TBL effectively. This book will appeal to both the novice and the expert TBL teacher.

Table of Contents:
FOREWORD, Larry K. Michaelsen PREFACE ACKNOWLEDGMENTS PART ONE. Overview of TBL 1. INTRODUCTION TO TEAM-BASED LEARNING2. GETTING YOUR COURSE READY FOR TEAM-BASED LEARNING, Bill Roberson and Billie Franchini 3. THE WHOLE COURSE EXPERIENCE 4. THE EVIDENCE, PLEASE, Karla A. Kubitz PART TWO. Essential Elements of TBL 5. USING TEAMS EFFECTIVELY 6. READINESS ASSURANCE PROCESS 7. APPLICATION ACTIVITIES 8. THE IMPORTANCE OF ACCOUNTABILITY PART THREE. Getting Yourself Ready 9. THE EMOTIONAL JOURNEY TO TEAM-BASED LEARNING, Bill Roberson and Billie Franchini 10. THE LAST WORD APPENDICES Appendix A ADDITIONAL RESOURCES Appendix B MORE SIMULTANEOUS REPORTING OPTIONS Appendix C. LESSONS LEARNED IN FACULTY PREPARATION A Retrospective, Bill Roberson and Billie Franchini Appendix D. LIST OF INTERVIEWEES REFERENCES ABOUT THE AUTHORS AND CONTRIBUTORS INDEX

About the Author :
Jim Sibley is the director of the Centre for Instructional Support at the Faculty of Applied Science at University of British Columbia in Vancouver, Canada. He has 30 years of experience in faculty development, facilitation, and educational software development. He is an active member of the Team-Based Learning Collaborative (TBLC). He has served on the TBLC’s Board, Train the Trainer committee, Membership committee, many TBLC Conference Organizing committees’, and the Web Strategy committee (as a member of the Web Strategy committee, he served as the original webmaster for www.teambasedlearning.org). He continues his work as a mentor in the TBLC’s Train the Trainer program. He is an international TBL consultant, having worked in schools in Australia, Korea, Pakistan, Lebanon, the United States, and Canada to help others develop TBL programs. You can learn more about his work at learntbl.ca. Pete Ostafichuk is a professor of teaching in the Department of Mechanical Engineering at the University of British Columbia (UBC). His primary teaching area is engineering design, but he has taught a variety of other topics including aircraft aerodynamics, naval architecture, engineering principles, and even some physics, math, and statistics. He is the co-creator and former coordinator of the multi-award winning Mech 2 program that integrates 15 previously disparate courses into a fully-integrated, hands-on, team-taught curriculum. From his first course as a new faculty member at UBC in 2004, Pete has been teaching using TBL. He has taught almost 2000 students, from sophomore to doctoral level, in 20 TBL courses in the years since. He has delivered numerous faculty workshops, conference papers, and webinars on the use of TBL. He also helps to mentor faculty members making the switch to TBL. Larry K. Michaelsen is Professor of Management at Central Missouri State University and is David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Schola

Review :
"The book is full of practical advice, however, which is well-grounded in literature about teaching and learning so that faculty members who are hesitant to transform a course to TBL can still benefit from reading (advice such as how to write effective multiple choice questions and how to facilitate discussions). ...after reviewing the book, I am motivated to try this model in my teaching." David B. Howell, Ferrum College Wabash Center for Teaching & Learning in Theology and Religion “The book does a terrific job of covering all the basics, but it also does much more. In almost every page, it sprinkles in amazingly helpful tidbits. The icing on the cake are the quotes and vignettes that make the ideas come to life. In every chapter, I found a number of ideas that I will be using to improve my own teaching—and so will you.” Larry K. Michaelsen