Very impressive -- I'll be giving it to my students.
I really like the parts about "recite" as there is a lot of recent
evidence that recall is a very potent strategy in building memory. See
http://en.wikipedia.org/wiki/Testing_effect (the bibliography is quite
good -- almost all are leading cognitive scientists). On study methods
in general, a very interesting literature survey is "Improving Students’
Learning With Effective Learning Techniques Promising Directions From
Cognitive and Educational Psychology," Dunlosky et al.,
http://psi.sagepub.com/content/14/1/4.abstract . As they call it,
"practice testing" and spreading studying out over time top the list of
10 study methods they review. Common methods, like highlighting and rereading,
are much less effective.
- Bill
Nicholas said:
> Ron,
> A consistent feedback I receive about my TBL courses: "I've never actually read the textbook before". Yesterday a 3rd year student from another program approached me, concerned about her low IRAT scores. She said that this was the first time she has been expected to read the text. I responded to her by teaching her some simple ways to read and understand text, for example, the SQ3R system<http://www.wpi.edu/Images/CMS/ARC/SQ3R_Textbook_Study_System.pdf>. Each term I find that I need to teach students how to study, and that's ok-it's part of their life-long learning skill set:).
> Nick
>
> Nicholas DiFonzo, Ph.D.
> Professor of Psychology
> Department of Psychology
> 18 Lomb Memorial Drive
> Room 1-2363
> Rochester Institute of Technology
> Rochester, NY 14623 USA
> Phone: 585-475-2907
> Skype: nicholas.difonzo
> FAX: 585-475-6715
> Faculty Website: http://www.rit.edu/cla/psychology/faculty/difonzo
> Personal Website: www.ProfessorNick.com<http://www.professornick.com/>
> Rumor Psychology: Social & Organizational Approaches (www.rumorpsychology.com<http://www.rumorpsychology.com/>)
> The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors (www.thewatercoolereffect.com<http://www.thewatercoolereffect.com/>)
> Rumor-Gossip-Research Google Group: https://groups.google.com/d/forum/rumor-gossip-research
>
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Carson, Ron
> Sent: Thursday, September 19, 2013 10:35 AM
> To: [log in to unmask]
> Subject: Ways to Modify TBL
>
> I'm concerned that my students are bombarded with too much reading from all their courses and are unable to adequately prep for TBL. Unlike other courses, my entire course depends on students reading their text. In TBL, reading is the foundation for all that follows.
>
> So, how can I modify TBL? Student have very little to read for my class, but in the spectrum of all other classes, it's a ton of information. Currently, the class meets for 1 hr on Monday and 2 hours on Wed. The do iRATS/tRATS and discussion on Monday and then we have application exercises on Wednesday.
>
> I'm looking for any suggestions about how to modify my class.
>
> Thanks,
>
> Ron Carson MHS, OT
> Assistant Professor
> Adventist University of Health Sciences
> 671 Winyah Dr.
> Orlando, FL 32803
> (407) 303-9182
>
--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299
[log in to unmask]
http://cook.rfe.org/
|
