I did a pilot study that asked my students some basic knowledge
questions and compared the results from my first year of teaching
(straight didactic) to that of my first year using TBL. There was a
statistically significant increase in the number of correct answers in
the TBL group.
That being said, I still have students that complain they are "missing
out" on vital information since TBLs have replaced many of their
lectures. I think it will be hard to convince them without more hard
evidence.
-Amanda
Amanda R. Emke, MD
Course Master, Pre-Clinical Pediatrics
Washington University School of Medicine
Instructor, Division of Pediatric Hospital Medicine
Fellow, Division of Pediatric Critical Care
St. Louis Children's Hospital
One Children's Place, NWT Box 8116
St. Louis, MO 63110
[log in to unmask]
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On
Behalf Of Bill Goffe
Sent: Monday, January 24, 2011 9:21 PM
To: [log in to unmask]
Subject: Re: Selling TBL to students as a legitmate teaching technique
1. Maybe get a dispensation from your chair and dean on these evals? I
do
something like that here. I don't want to get into the huge
literature
on teaching evaluations (and even firmer feelings), but it isn't
clear
to me that in this case that they should play a larger role than the
method used to teach.
2. Too bad you can't run some sort of experiment on learning to the
students to show them that THEY learn more with TBL. I was reading
"Improving Classroom Performance by Challenging Student
Misconceptions
About Learning"
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2666 .
It describes two experiments on study methods in which you challenge
student misconceptions with data collected from their class. I don't
know how you could do that with TBL without splitting your class.
Well, if you used the same final or questions, maybe point out that
the
TBL class did better than your classes in the past?
- Bill
Duane asked:
> I just received end of semester student evaluations for fall 2010
> semester. Some students did not "buy into" the TBL theory of
teaching.
>
> I did my best to explain the justification for using TBL during the
first
> week of class.
>
>
>
> More specifically, I used
>
> 1.) the process described in the attached document
>
> First-Day Questions for the Learner-Centered Classroom
>
> by Gary A. Smith (National Teaching and Learning Forum, Sept.
2008)
>
>
>
> and
>
>
>
>
>
> 2.) the video from U. of Texas
> ([1]http://magenta.cit.utexas.edu/largeclasses/#tbl) .
>
>
>
> Still, some students think they should be lectured to every class
and,
> also, think they are being short- changed by a professor that uses
TBL.
>
> I have interacted with Larry Michaelsen over the years and have
watched
> the videos at
>
> [2]http://tblc.camp9.org/TBLVideos
>
> Please advise me of things besides the above that will make
students
> better "buy into" the TBL process.
>
>
>
> Thanks in advance.
>
>
>
> Duane Stock
>
> Professor of Finance
>
> University of Oklahoma
>
>
>
>
>
>
>
>
>
> Duane R. Stock, Price Investments Professor
>
> 205A Adams Hall
>
> Price College of Business
>
> University of Oklahoma
>
> Norman, OK 73019
>
>
>
> work email: [3][log in to unmask]
>
> home email: [4][log in to unmask]
>
>
>
> work fax: 405.325.7688
>
>
>
> work phone: 405.325.5690
>
>
>
> home phone: 405.364.5347
>
>
>
> cell phone: 405.808.9344
>
>
>
> home address: 4112 Harrogate Drive
>
> Norman, OK 73072
>
>
>
>
>
>
>
> References
>
> Visible links
> 1. http://magenta.cit.utexas.edu/largeclasses/%23tbl
> 2. http://tblc.camp9.org/TBLVideos
> 3. mailto:[log in to unmask]
> 4. mailto:[log in to unmask]
--
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
[log in to unmask]
http://cook.rfe.org
This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail.
|
