If I want students working on multiple problems, then I use paper. If I want to keep them focused on only one step or problem, then I use the projector.
I find that giving students multiple problem compounds the wait time for fast groups. If they are working on one problem, they may finish one minute before the other groups. If they are working on 4 problems, then they may be finished 4 minutes before others. I think, the longer the wait time, the harder it can be to bring them back to focus.
Sent from my iPhone
On Sep 8, 2013, at 11:10 AM, Michael Kramer <[log in to unmask]> wrote:
> Last semester was my first using TBL. This semester I am using TBL for the
> second time but for a different course. So, a number of variables are
> changing at once, meaning any conclusions that I draw are speculative.
>
> Last semester I printed all my applicaton exercises (AEs) on paper and
> distributed them to the students. This semester I projected the AEs on a
> screen in front of the class.
>
> The big difference between paper and screen projections is that with the
> latter I get to control the pace. With the former, some teams would race
> ahead while other teams lagged. This meant that although reporting was
> simultaneous, the groups were often working on different problems at the
> same time.
>
> I have always resisted using a projector in any of my classes. My classes
> are writing intensive and capped at 25 students, so I always preferred the
> spontaneity and flexibility of writing with chalk on the board. Once I
> started TBL, it became impractical to write the AEs on the board, so I just
> printed them up as handouts, clinging to my old antiprojection bias.
>
> I am now convinced that, at least in the TBL context, Powerpoint projections
> are far superior to paper for AEs.
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