Team learning
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Team learning has various meanings.
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[edit] Team learning (educational method)
Team learning is an educational method that strives to increase student engagement[1]. The following principles guide the formation of the teams of learners[2]:
- Groups Must Be Properly Formed and Managed. Team size should be 5-7 members with even distribution of member characteristics across groups.
- Students Must be Made Accountable. "Students must be accountable for (a) individually preparing for group work, (b) devoting time and effort to completing group assignments, and (c) interacting with each other in productive ways."[2]
- Team Assignments Must Promote Both Learning and Team Development. According to Michaelsen, "most of the reported “problems” with learning groups (free-riders, member conflict, etc.) are the direct result of inappropriate group assignments". Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction."[2]
- Students Must Receive Frequent and Immediate Feedback
Assignments are characterized by[3]:
- Same problem, case, or question
- Making a specific choice
- Simultaneously reporting of group responses.
Controlled studies of initial implementations of team learning have shown increases in student engagement and mixed results for other outcomes.[4][5]
[edit] Team learning (organizational learning)
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Team learning is a closed system in which the energies of individual members work at cross purposes to maximize the success of the team. The members on the team may work very hard, but the team's effort may not be efficient enough to complete a desired task. Each member shares at least one common purpose. The term was first purposed by Peter Senge, a senior lecturer at the Massachusetts Institute of Technology. Senge defines and elaborates the concepts of team learning in his business book, The Fifth Discipline[6].
[edit] The Disciplines of Team Learning
- Dialogue and Discussion
- Conflicts and Defensive Routines
- Practice
[edit] References
- ^ edited by Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink (2002). Team-based learning: a transformative use of small groups. New York: Praeger. ISBN 0-89789-863-X.
- ^ a b c edited by Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink (2002). "Chapter 2: Getting Started with Team Learning", Team-based learning: a transformative use of small groups. New York: Praeger. ISBN 0-89789-863-X.
- ^ Michaelsen L, Richards B (2005). "Drawing conclusions from the team-learning literature in health-sciences education: a commentary". Teaching and learning in medicine 17 (1): 85–8. doi:. PMID 15691820.
- ^ Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF (2005). "A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool". Teaching and learning in medicine 17 (2): 112–8. doi:. PMID 15833720.
- ^ Haidet P, Morgan RO, O'Malley K, Moran BJ, Richards BF (2004). "A controlled trial of active versus passive learning strategies in a large group setting". Advances in health sciences education : theory and practice 9 (1): 15–27. doi:. PMID 14739758.
- ^ Peter M. Senge (1990). The fifth discipline: the art and practice of the learning organization. Doubleday/Currency. ISBN 0-385-26095-4.
