I agree with Jim 100% but, decided to write a post to underscore his point #4.
I think the key is getting students to understand the fact that you are using TBL as: 1) a means of shifting from "covering" content to USING content and 2) being able to actually use the content is important for THEM (in fact, far more important than being able to memorize some terms long enough to pass the final exam). I think you do this by:
1) Telling them on the first day--I really like Jim's suggestion of having former students talk to them--and I think it would be especially helpful if they were actually out in the work world and could address how much better prepared they were because of the shift.
2) Continuing to remind them throughout the semester by:
-repeating what you said the first day every time you sense some uneasiness
-using language to support what you are doing (e.g. give Readiness Assurance Tests NOT quizzes)
-MOST IMPORTANT OF ALL, make sure that you have good application activities after every RAT/RAP (i.e., activities that are characterized by 4 S's [SIGNIFICANT to students, SAME PROBLEM, SPECIFIC CHOICE, SIMULTANEOUS REPORT]. You are asking them to accept the responsibility for getting the basics through their own effort. As a result, they are likely to feel cheated unless you reward them with good applications as a payoff for their efforts--i.e., they need to know that you are giving them something that is important and that they would never have gotten otherwise.
-Don't forget to remind them of the fact that the team decision-making skills that they are developing will be give them a clear leg-up on being effective in the workplace.
I hope this helps.
Larry
--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
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>>> "Sibley, Jim" <[log in to unmask]> 06/18/08 10:21 AM >>>
There's an old quote....keep the undecided away from the unhappy
You will always get "poor" evaluations from some students....I find that
hostile comments on evaluation usually reflect the fact I made someone
uncomfortable (pushed them out of the passive mode, get them out of
their comfort zone....and god forbid help them learn something)
There are a subset of students that want to be passive.....and think
education is about transfer facts from your head to theirs....and if you
aren't lecturing....you aren't doing your job
My Recommendation
1) Sincerely convey a well thought out plan and your rationales....and
don't blink when you are putting this forward....I have seen classes
turn when a few vocal whiners' have grabbed the stage
2) Use something like Brookfield's Critical Incident Questionnaire to
get some midterm feedback....share the themes back to the class....if
the dissenting opinions are clearly a minority it takes away some of
their power
3) Bring some students from a previous year to speak to the TBL
experience
4) Make it clear that the course objective really has shifted from
content knowledge to knowing how to use course concepts....and that
examinations will be more difficult if you have a disconnected set of
facts and not a problem- solving framework developed and that TBL will
help you with this problem- solving framework
5) When I get push back on instructor selected teams...I invite students
to respond to Brickells- Comparison of five team formation methods....in
writing....if they provide a reasonable rationale (I have never seen
one)........ I tell them I will let them self- select.....I have never
had a student take me up on my offer
Hope that helps
Jim
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From: Team Learning Discussion List [mailto:TEAMLEARNING- [log in to unmask]]
On Behalf Of Gary D Lynne
Sent: Wednesday, June 18, 2008 8:05 AM
To: TEAMLEARNING- [log in to unmask]
Subject: Hostility over TBL
Professsor Smith, David:
You noted in your June 18 posting that:
"...students often dislike the whole approach at first, and a minority
are actively hostile throughout the class and this is reflected in
course evaluations. Others in this group have made similar comments."
I just tried TBL for the first time in a spring semester undergraduate
class of 45- students. I, too, experienced the initial concerns by most,
with many coming around to really praise the approach... but, with a
vocal minority that became quite hostile as the semester moved forward
(also expressed in class evaluations). I am especially interested in
what you and others have found to be the most effective way to deal with
this hostility! Perhaps it would be useful to understand its source,
too: Why are they hostile? Next year I will ask! I really do believe
that, overall, benefits of TBL > costs of TBL (economist speaking
here!), but would like to work on ways to reduce/diffuse the hostility
(reduce the costs side!).
Sorry if I am raising an old issue here... perhaps there is an archive
that someone can point me to, in case this has already been discussed?
Thank you for any help you can give.
Gary
Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska- Lincoln
Lincoln, NE 68583- 0922
Website: http://agecon.unl.edu/lynne
Phone: 1- 402- 472- 8281
"We are always only one failed generational transfer of knowledge away
from darkest ignorance" (Herman Daly)
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