Jasminka and Buddhi,
Welcome to the TBL world! We are a friendly bunch and *love* to help out new folks, so please don't hesitate to throw them at us. Here's some thoughts on implementing TBL strategically.
Some folks would recommend jumping in with both feet and doing a "whole enchilada" overhaul of the course. If one has the time for that, it's great, but more often the changes take place in a realistically-incremental way.
How best to move through those increments depends upon what you are doing now. For the purposes of discussion, I'll just start from a completely "chalk-n-talk" lecture with standard exams at the end of each unit.
Here's one way you could go about implementing it across two terms.
FIRST TERM: GETTING COMFORTABLE WITH TEAMS
1) Introduce strategically-formed, permanent teams,
2) Team-Based Testing, and
3) Peer evaluations.
. . . in this setup students take their end-of-unit tests first as individuals and then as teams, but they are not for Readiness Assurance. They are just end of unit exams. The teams must be strategically-formed and permanent, and peer evals must play some role in the students final grade. IMPORTANT: this is an intermediate step, and is not *yet* a full implementation of Team-Based Learning. However, it will get you familiar with the logistics required to form and manage teams, use team folders, write tests to the IF-AT scratch-off cards, manage peer evaluations, etc.. For a busy faculty member, that is enough for one term.
SECOND TERM: STEPPING IT UP TO FULL TEAM-BASED LEARNING
1) Move the Team-Based Tests to the beginning of each unit. This will require changing their focus and difficulty. For Readiness Assurance, test questions should cover the fundamental material and in a not-terribly-difficult manner. That said, you *do* want to make them hard enough so the team discussion is fertile. If they are too easy, then the team discussion is worthless. You will probably also was to put together READING GUIDES for each unit, to help students focus their reading and out-of-class preparation. You *will* get some push-back on students feeling like "they are being tested before being taught." That's what reading guides help address.
2) Introduce 4-S Application Activities. These are challenging to develop, so introducing them in the second term gives you time to get a feel for the process.
A GREAT RESOURCE TO RETURN TO TIME AND AGAIN
. . . is the TBL "scorecard" that Larry and Jim developed. It's here:
http://teambasedlearning.apsc.ubc.ca/wp-content/uploads/course_scorecard.pdf
Look forward to hearing more from you!
-M
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Ninkovic, Jasminka
Sent: Tuesday, August 03, 2010 10:16 AM
To: [log in to unmask]
Subject: Baby steps to introduce TBL - sequence?
Hi Y'all!
I am new to the concept and practice of TBL and would like to try it but in small increments. Anyone with experience/suggestions which elements of TBL to introduce first, second and.
Thanks for any help.
Jasminka Ninkovic
Assistant Professor of Economics
Oxford College of Emory University
Oxford, GA 30047
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