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Team-based learning is the use of learning teams to enhance student engagement and the quality of student or trainee learning.〔Michaelsen, Larry, and Michael Sweet. "Team-Based Learning." Web log post. NEA - Team Based Learning. N.p., n.d. Web. 27 Nov. 2012. ==In academic institutions== The main features of the team-based learning approach are the following: (1) Permanent (term-long) and instructor-assigned groups of 5-7 students with diverse skill sets and backgrounds, evenly distributed among teams. (2) Individual accountability for out-of-class work such as reading and preliminary homework being done prior to the first class meeting of each course segment - a division of the course generally based on a theme and lasting from one to three weeks. This accountability is ensured by what is called the Readiness Assurance Process (RAP) in which students (a) take a short (5-15 multiple choice question) individual readiness assurance test (iRAT), (b) immediately afterward take the same test again with members of their team working on a single answer sheet (tRAT), (c) students, who have already received their individual and team RAT scores make written appeals on any questions that the team missed on the tRAT, should they find statements in their assigned reading that supports their view, and, (d) the instructor takes questions from the class on any of the questions or themes brought up by them. (3) Incentive for working effectively together as a team by giving significant credit (course points) for team activities (such as the tRAT), the subsequent in-class activities (application exercises) that are the hallmark of team-based learning, longer term team projects, and team-member given points for "team maintenance", essentially points given to recognize contributions made to team efforts and withheld when a team member is acting as a freeloader or in some other way not pulling his or her weight or working with team mates in productive ways. (4) In class application exercises that promote both learning and team development. Feedback on these assignments should be both frequent and immediate. 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." are (a) significant (correlated to important course objectives, meaningful to the future work that the course might prepare a student for), (b) the same for all teams in the course, (c) about making a decision – providing a simple answer – based on complex analysis of data or application of course principles, (d) simultaneously reported to the whole class and evaluated then and there by the instructor. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Team-based learning」の詳細全文を読む スポンサード リンク
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