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Michael Sweet (2009a) in a TeamLearning-L post titled "TBL in the NY
Times," quoted a message from Derek Bruff:
"Here's a NYT article. . . .[Kolesnikov-Jessop (2009) at
<http://tinyurl.com/cp4rr8>]. . . ..on the use of Larry Michaelsen's
team-based learning model in first-year courses at Duke's Singapore
campus. Pretty convincing, I think."
Kolesnikov-Jessop (2009)] quotes Robert K. Kamei, vice dean of
education at at Duke's Singapore campus as follows:
"We've decided to apply this [TBL] teaching method to its fullest
extent because we feel it's a better way for our students to learn. .
. . .[it] encourages students to think 'creatively and critically,' a
mind-set valuable for medical practitioners and future researchers..
. . What happens when you listen to a lecture is that if you don't
apply it, you tend to forget it . . . . Our first class did
extraordinarily well using this method."
Regarding Kolesnikov-Jessop's report, I recently posted "Re: Active
Learning in Medicine" [Hake (2009)] to four discussion lists: AERA-I,
DrEd, Net-Gold, and PhysLrnR. The abstract reads:
*******************************************
ABSTRACT: John Clement, in a PhysLrnR post, called attention to a New
York Times report regarding the use of "Team-Based Learning" in the
Duke/National-University-of-Singapore graduate medical school. After
listing a few references to Team-Based Learning (TBL) and
Problem-Based Learning (PBL), I pose two questions: (1) What's the
difference between TBL and PBL? (2) Has the effectiveness of TBL and
PBL in promoting student learning (relative to traditional
instruction or to other reform methods of instruction) been evaluated
by pre/post testing using valid and reliable tests of conceptual
understanding (developed by disciplinary experts) such as the Force
Concept Inventory [Hestenes et al. (1992]; as is the case for some
introductory science courses - see e.g., Froyd (2008), Hake (1998a,b;
2005), Libarkin (2008), McConnell (2008), Prather et al. (2009),
Reed-Rhoades & Imbrie (2008), & Smith et al. (2008)?
*******************************************
To access the complete 21 kB post please click on <http://tinyurl.com/qduelo>.
Five questions (repeating the two in the above abstract):
1. Any comments or suggestions regarding my post "Re: Active Learning
in Medicine" [Hake (2009)]?
2. Does anyone know what evidence supports Kamei's statement "Our
first class did extraordinarily well using this method" as quoted
above by Kolesnikov-Jessop?
3. What's the difference between TBL and PBL?
4. Has the effectiveness of TBL and PBL in promoting student learning
been evaluated by pre/post testing?
5. Can anyone recommend good online references to the use of TBL in physics?
Regarding question #4, after posting Hake (2009), I recalled that
Barbara Williams (2001) of the Univ. of Delaware has employed
pre/post testing with the Force Concept Inventory in a PBL physics
course.
Regarding question #5, the TeamLearning-L search engine on 11 May
2009 14:02:03-0700 yielded 17 hits for "physics," but none of them
contained online references to the use of TBL, although the well-read
Michael Sweet (2009b) refers to Smith et al. (2009) as being relevant
to TBL.
In Hake (2009) I wrote: "The right-hand column at the website . .
[<http://teambasedlearning.apsc.ubc.ca/>]. . . implies that TBL
courses exist for many different subjects, including physics. A
Google search for ["Team Based Learning" physics] (with the quotes
"..." but without the brackets [....]) yielded 2760 hits on 10 May
2009 09:42:00-0700, including DeAntonio et al. (2007).
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<[log in to unmask]>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.]
DeAntonio, M., L.M. Sandoval, J. Dewald, Al-Taapos, H.F. Ani, & J.
Talla. 2007. "Work in progress - The use of team-based learning in an
experimental physics lab," Frontiers in Education Conference 37,
10-13 October, pages: S1A-13; an abstract is online at
<http://tinyurl.com/odp47n>.
Duch, B., S. Gron, & D. Allen, eds. 2001. "The Power of
Problem-Based Learning, A Practical 'How To' For Teaching
Undergraduate Courses in Any Discipline," Stylus Publishing.
Publisher's information at
<http://www.styluspub.com/Books/BookDetail.aspx?productID=44647>.
Amazon. com information at <http://tinyurl.com/o83ec3>. Note the
"Look Inside" feature that disclosed Williams's (2001) use of
pre/post testing in a PBL physics course.
Hake, R.R. 2009. "Re: Active Learning in Medicine," online on the
OPEN! AERA-I archives at <http://tinyurl.com/qduelo>. Post of 10 May
2009 16:56:14-0700 to AERA-I and Net-Gold. Abstract only to DrEd and
PhysLrnR.
Kolesnikov-Jessop, S. 2009. "Team Program Is an Experiment in Active
Learning," New York Times, 29 April; online at
<http://tinyurl.com/cp4rr8>.
Smith, M.K. , W.B. Wood, & J.K. Knight. 2008. "The Genetics Concept
Assessment: A New Concept Inventory for Gauging Student Understanding
of Genetics," CBE Life Sci Educ. 7(4): 422-430; online at
<http://www.lifescied.org/cgi/reprint/7/4/422> and Supplemental
Material at <http://www.lifescied.org/cgi/data/7/4/422/DC1/1>.
Smith, M.K., W.B. Wood, W.K. Adams, C. Wieman, J.K. Knight, N. Guild,
T.T. Su1. 2009. Science, 2 January, 323(5910): 122 - 124; abstract
online at
<http://www.sciencemag.org/cgi/content/abstract/323/5910/122>. Adams
& Nobelist Wyman (now at UBC) are both physicists. See also Smith et
al. (2008).
Sweet, M.S. 2009a. "TBL in the NY Times," TeamLearning-L post of 4
May 2009 09:21:23-0500; online at <http://tinyurl.com/ryrje8>.
Sweet, M.S. 2009b. "SCIENCE magazine article (re: TBL)"
TeamLearning-L post of 12 Jan 2009 14:05:40-0600; online at
<http://tinyurl.com/qbsgey>.
Williams, B.A. 2001. "Introductory Physics: A Problem-based Model,"
Chapter 21 in Duch et al. (2001). See also Williams & Duch (1997).
Williams, B.A. & B.J. Duch. 1997. "Cooperative problem-based
learning in an under-graduate physics classroom," in "Student-active
science: Models of innovation in college science teaching," edited by
Ann P. McNeal and Charlene D'Avanzo, pp. 453 -470. Saunders College
Publishing.
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