TEAMLEARNING-L Archives

Team-Based Learning

TEAMLEARNING-L@LISTS.UBC.CA

Options: Use Forum View

Use Monospaced Font
Show Text Part by Default
Condense Mail Headers

Message: [<< First] [< Prev] [Next >] [Last >>]
Topic: [<< First] [< Prev] [Next >] [Last >>]
Author: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
Sender:
Team Learning Discussion List <[log in to unmask]>
Date:
Fri, 22 Aug 2008 09:20:57 -0700
Reply-To:
Francis Jones <[log in to unmask]>
Content-Transfer-Encoding:
7bit
Content-Type:
text/plain; charset=ISO-8859-1; format=flowed
Subject:
From:
Francis Jones <[log in to unmask]>
MIME-Version:
1.0
In-Reply-To:
Organization:
Earth and Ocean Sciences, UBC
Comments:
Parts/Attachments:
text/plain (55 lines)
One (of several) rules of thumb when it comes to generating learning 
goals that are useful to both students and instructors is that
"its all about the verbs".

In early parts of a course when material is factual and terminology must 
be learned, consider asking students to do something with their new 
facts. One of the more useful lists of verbs is at
http://cis.apsc.ubc.ca/wiki/index.php/Team-Based_Learning#
Click on "4.5 RAP Test Writing Support Materials", and find the link to 
a Word document called "Deep Questioning and Bloom's Taxonomy"

As for good examples of learning goals themselves - see a guidelines 
document developed by departments involved in the Science Education 
Initiatives at UBC and the University of Colorado. The link is
"Learning Goals/Objectives Examples" on the page at
http://www.cwsei.ubc.ca/resources/instructor_guidance.htm
These are not business related, but perhaps will provide some 
inspiration. Your students will love it if the early "dry" part of the 
course is enlivened by making them learn terminology by actually doing 
stuff.

Hope that helps - good luck.
Francis.


Bill Goffe wrote:
> I was wondering if anyone might have examples of unit objectives that
> they'd be willing to share or can point me to. I'm trying TBL for the
> first time in my Money and Banking class and I'm having a difficult time
> writing them. For example, the first obvious unit covers (i) what money is
> (ii) core concepts of financial markets (time has value, risk requires
> compensation, and so forth), and (iii) an introduction to financial
> instruments and markets. These are the first 3 chapters of the text.
> 
> The material is largely factual. It isn't entirely clear to me what that
> "doing" part should be here other than supply definitions. It seems easier
> to define "doing" in a math class; one might have "students will be able
> to integrate polynomials."
> 
>          - Bill
> 
> 

-- 
--------------------------------------------------------------
| Francis Jones,
| Lecturer (Geophysics) / Teaching & Learning Fellow,
|    EOS Science Education Initiative (eos-sei),
|    UBC Carl Wieman Science Education Initiative (CWSEI).
| UBC Department of Earth & Ocean Sciences,
| 6339 Stores Road, Vancouver, BC, V6T 1Z4,
| [log in to unmask]     or    604-822-2138.
| http://www.eos.ubc.ca/public/people/faculty/F.Jones.html
--------------------------------------------------------------

ATOM RSS1 RSS2