MAILING LISTS

What may help you is if you put some sort of study concentration hints
on a website for the class. You can tell them that they can use those
hints when studying the material so they do not have to focus on the
"fluff". The amount of negative comments concerning no lecture before
quiz dropped substantially when I clued them in on what concepts to
focus on in their studies. As they progress they will also become less
dependent on you telling them what to do (my paper is in review on this
issue).
Good luck
Harry Meeuwsen

-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]]
On Behalf Of Richard A. (Denny) Kernochan
Sent: Sunday, January 30, 2005 8:33 PM
To: [log in to unmask]
Subject: Re: Student complaints about TBL?

>Paul

I can second the motion. Just completed teaching a large class (150
persons) and some of the feedback was astoundingly nasty. In my case the
feedback sessions developed into a group mindset about what was wrong
with
the class. And, as in your case, they diagnosed the principal problem as
no
lecture = no learning. I never developed an answer and they never bought
my
assurances. Obviously they become very frustrated. My sense was that
they
need some sort of (experiential?) yardstick to measure their learning
over
a "traditional" lecture class, but I'm not sure what that looks like so
I'm
hoping you get some useful responses. Just wanted to let you know that
I've
experienced the same thing.

good luck
RK