Hi All,
I’d like to add one more suggestion for increasing students’
willingness to accept the idea that there isn’t always one correct
answer. I have a couple of different 4-S applications that involve
questions that in which I think two different answers could be correct
but, the EVIDENCE TO SUPPORT ONE ANSWER IS VERY DIFFERENT THAN THE
EVIDENCE TO SUPPORT THE OTHER. I ask students to make two choices*1)
what they think is best and 2) what they think is SECOND BEST and why
they decided AGAINST this one as being their first choice. This always
produces conflicting choices. In addition, however, it does a terrific
job of emphasizing the importance of being careful about recognizing and
linking the evidence to the choices.
I’ll always give full credit for either answer*BUT ONLY IF THEIR
CHOICE IS SUPPORTED BY THEIR EVIDENCE. In my wrap-up, I conclude by
saying something like, “Life is just that way*sometimes you the
answer is NOT clear. However, as long as you recognize that there IS
conflicting evidence (and know what it is), you are more than half way
home because you are in a position to learn from your choices*correct
AND incorrect." Then, engage them in a discussion of how being aware
that their choice might be wrong would help them in this specific case.
Larry
-----
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
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660/429-9873 voice <---NEW ATT cell phone
660/543-8465 fax
>>> Susan Hazel <[log in to unmask]> 09/25/11 5:11 PM >>>
Hi All,
I've been particularly interested in this conversation as I have been
using
TBL in topics where there often is not a clear answer (animal welfare
and
animal ethics). I don't have to look for an ethical dilemma- this is
what
I'm teaching! I trialled TBL last year for only 2 sessions and have
expanded
to 6/12 sessions for the semester this year. I've just evaluated it,
and 91%
of students (course of ~130) broadly agreed that they felt actively
involved
in the TBL. Two-thirds of them broadly agreed that it helped them with
their
learning, and I got some fantastic comments that I'll use next year.
The one
thing that they do complain though about is not having a clear answer
all of
the time. I have tried to make it more explicit this year that there
are
shades of grey sometimes and no 'right' answer- does anybody teach in
a
similar area with TBL and have any other suggestions? These students
are 1st
year uni and many are only 17-18. Incidentally, a side benefit of using
TBL
in this relatively large 1st year class is that a no of students
commented
it helped them to make friends and meet other students in the course.
Susan
Susan Hazel BVSc BSc(Vet) PhD GradCert (Public Health) MACVSc
Lecturer in Animal Behaviour, Welfare and Ethics
School of Animal & Veterinary Sciences
THE UNIVERSITY OF ADELAIDE
Roseworthy SA 5371 Australia
Ph : +61 8 8303 7828
Fax : +61 8 8303 7972
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From: Team-Based Learning [mailto:[log in to unmask]] On
Behalf
Of Jim Sibley
Sent: Saturday, 24 September 2011 12:45 AM
To: [log in to unmask]
Subject: Re: Using MCQ Team Application Exercises
I would look for an ethical dilemma problem...since they are usually
messy
:-)
I know Sandy Cook has used a problem whether doctors can accept gifts
from
pharmaceutical rep....I have a nursing one that pits different parts
of the
nursing code of ethics against each other.....do I care for the patient
and
break hospital policy or do I follow hospital policy and put the
patient at
peril....I love this problem....because context, recent events, where
the
nurse is in their career, how irritating and vocal the patient is, how
attentive the doctors care has been are all factors to muddy the
waters
jim
_____
From: "Kubitz, Karla" <[log in to unmask]>
Reply-To: "Kubitz, Karla" <[log in to unmask]>
Date: Fri, 23 Sep 2011 12:53:12 +0000
To: "[log in to unmask]" <[log in to unmask]>
Subject: Using MCQ Team Application Exercises
Hi all,
I'm looking for suggestions for activities/ etc that might help my
students
'buy into' the idea that there can be more than one possible correct
answer
for my MCQ team application exercises. Thanks. Karla
Karla Kubitz, Ph.D., FACSM
Program Coordinator, Exercise Science
Department of Kinesiology
Towson University
8000 York Rd
Towson, MD 21252
410-704-3168 (ph)
410-704-3912 (fax)
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