To echo the sentiments mentioned on this topic, the one thing TBL has
shown me is which teaching materials I have hung on to because I liked
them and which ones actually serve what students' need to be able to
accomplish the tasks which demonstrate the kind of critical thinking,
I'm after. Along with the enormous reduction in my lecture time, I also
show fewer videos and play fewer audio files. In fact, the audio files
got the lowest rating from my students. They didn't feel that they added
anything to help them with the assigned tasks. TBL makes you focus more
squarely on your stated objectives. At least it has for me.
Michael Renock-Welker wrote:
> I could not agree with Michael's comments more! Part of why I have
> drunk the Kool-Aid for doing it whole heartedly is that TBL is such a
> flexible framework. For me, the proof is in the pudding though. With
> some tweaks and adaption here and there to the excellent template of
> TBL, I can say it has energized my classes and led to improved student
> motivation, retention and I believe student satisfaction and
> participation. The power of an embedded peer support group is vast.
> That being said, it did take me a few quarters using it to get it
> "right" or really "quasi-smooth", especially with appropriate
> application activities and struggling to making it "visible" to
> students how the RAP/RAT/RAQs were guiding our work rather than the
> end of it.
>
> From a student's stand-point, I had just been pulling down my end of
> quarter student evals from my video conferencing history course and
> one question I have begun asking since last quarter is "The Team Based
> Learning structure of the course helped me learn." here are the
> student responses to that for this quarter
>
> Strongly Agree 55.556%
> Agree 22.222%
> Neither Agree nor Disagree 11.111%
> Disagree 11.111%
>
>
> last Quarter, (first I put it into eval) it was:
> Answers Percent Answered
> Strongly Agree 30%
> Agree 60%
> Neither Agree nor Disagree 0%
> Disagree 10%
> Strongly Disagree 0%
> /Unanswered/ 0%
>
>
> Some student eval comments on TBL from the past three quarters:
> " The well organized and team based approach was a breath of fresh air
> for this college."
> " I would like to have more classes like this."
> " I enjoyed the interaction with other classmates and the teacher. We
> had to participate which helped me to break out of my comfort zone of
> staying in the background"
> "The instructor kept the lectures engaging, and the team-based
> learning technique that was employed helped me to learn much more than
> I expected."
>
> Start where and how it makes sense and keep at it, referring to the
> website, the book and using this list as a resource and keeping your
> learning objectives as the guiding compass. Best of luck!
> -Mike
>
> Michael Welker
> History Adjunct Faculty
> & Instructional Designer,
> North Central State College
> Mansfield, Ohio
> (419) 755-4706 - ofc.
> [log in to unmask] <mailto:[log in to unmask]>
>
>
> "Remember, I'm pulling for you... we're all in this together. Keep
> your stick on the ice." -Red Green
>
>
>
> On Thu, Jun 11, 2009 at 1:31 PM, Sweet, Michael S
> <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>
> Mark,
>
> I like to describe TBL as a "motivational exoskeleton" you can
> hang around much of what you already do.
>
> Segmenting the semester into units, beginning them with RAPs,
> including Application activities and Peer Evaluation certainly
> need not (should not!) take up every minute of class time.
>
> Having students write in various ways is an excellent (though
> individual) learning activity, but there's no reason you can't
> have them do that in a TBL class.
>
> Guest speakers, excellent films, trips to places around or off
> campus, in-class demonstrations, debates--even the occasional
> lecture if you are a great lecturer--all that stuff. There's room
> for it in the TBL class, to be sure.
>
> The only caveat is to make sure everything you do--INCLUDING TBL
> STUFF--is in service of your over-arching instructional objectives.
>
> If you are clear about the things you want your students to be
> able to *do* at the end of each unit, then the experiences with
> which you equip them to learn *how* to do that will no doubt come
> in a wonderful variety of forms.
>
> -M
>
>
>
>
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]
> <mailto:[log in to unmask]>] On Behalf Of Mark Dubis
> Sent: Thursday, June 11, 2009 11:53 AM
> To: [log in to unmask]
> <mailto:[log in to unmask]>
> Subject: Is it all or nothing?
>
> I am just now beginning to explore TBL and my main question is one
> that Richard Hake recently listed, namely, do most TBL advocates
> use this approach every day of class or only some of the time?
>
>
> Mark Dubis, Ph.D.
> Associate Professor of Christian Studies
> Union University
> 1050 Union University Dr.
> Jackson, TN 38305
> 731-661-5093 (Office)
> 731-660-8991 (Home)
> [log in to unmask] <mailto:[log in to unmask]>
> >>> TEAMLEARNING-L automatic digest system
> <[log in to unmask] <mailto:[log in to unmask]>>
> 06/11/09 2:00 AM >>>
> There is 1 message totalling 396 lines in this issue.
>
> Topics of the day:
>
> 1. Reply from Paul King: Richard Hake on team-based learning
>
> ----------------------------------------------------------------------
>
> Date: Wed, 10 Jun 2009 11:08:49 -0400
> From: "Paul C. King" <[log in to unmask]
> <mailto:[log in to unmask]>>
> Subject: Reply from Paul King: Richard Hake on team-based learning
>
> --Apple-Mail-7-51356980
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/plain;
> charset=UTF-8;
> delsp=yes;
> format=flowed
>
> Richard,
>
> In reference to your question "Does anyone use this teaching =20
> chemistry at any level...?" I refer you to Frank Dinan's article
> "An =20
> Alternative to Lecturing in the Sciences," pp. 97-104, in
> Team-Based =20
> Learning: A Transformative Use of Small Groups in College
> Teaching". =20
> Frank is a seasoned teacher at Canisius College in New York where
> he =20
> is a Professor of Organic Chemistry. He also has an extensive =20
> background in industry. Following 25 years of teaching using the =20
> lecture method he made a complete change to team-based learning =20
> adjusted for his course and population, and has never looked back.
>
> Paul King
> Massasoit Community College
> Brockton, MA
>
> Frank's Contact Information:
> =EF=BF=BC
>
>
> Frank Dinan, PhD
> Professor Canisius College
> Department of Chemistry & Biochemistry
> 2001 Main Street
> Buffalo, NY 14208
> Phone: 716-888-2399
> Fax: 716-888-3112
> Email: [log in to unmask] <mailto:[log in to unmask]>
> Office: Horan O=E2=80=99Donnell 211A
>
> http://www.canisius.edu/chemistry/dinan.aspe
> (716) 888-2399
>
> On Jun 9, 2009, at 1:40 PM, Richard Hake wrote:
>
> > If you reply to this long (10 kB) post please don't hit the
> reply =20
> > button unless you prune the copy of this post that may appear in =20
> > your reply down to a few relevant lines, otherwise the entire =20
> > already archived post may be needlessly resent to subscribers.
> >
> > Karen Hoff (2009) in a Chemed-L post titled "team-based
> learning" =20
> > wrote [bracketed by lines "HHHHH. . . .":
> >
> > HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
> > I have just read "Team-Based Learning: A Transformative Use of =20
> > Small Groups in College Teaching". . . . .[ Michaelsen et al. =20
> > (2004)]. . . ., and I am intrigued. Unfortunately, I have been =20
> > teaching long enough to realize that fads come and go, so I have =20
> > some questions for you. . . . .
> >
> > 1. Does anyone use this teaching chemistry at any level (high =20
> > school or college)? I would really like to see some examples of =20
> > assignments for the Readiness Assurance Process.
> >
> > 2. Does anyone use this in high school?
> >
> > 3. Do you use this exclusively (100% of the time) or do you =20
> > incorporate
> > aspects of it into your lessons?
> >
> > 4. Do you think this is a fad and that eventually we will decide =20
> > it doesn't deliver as expected?
> > HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
> >
>
> --Apple-Mail-7-51356980
> Content-Type: multipart/related;
> type="text/html";
> boundary=Apple-Mail-8-51356980
>
>
> --Apple-Mail-8-51356980
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/html;
> charset=WINDOWS-1252
>
> <html><body style=3D"word-wrap: break-word; -webkit-nbsp-mode:
> space; =
> -webkit-line-break: after-white-space; ">
> <div>Richard,</div><div><br></div><div>In reference to your question =
> "Does anyone use this teaching chemistry at any level...?" I refer
> you =
> to Frank Dinan's article "An Alternative to Lecturing in the
> Sciences," =
> pp. 97-104, in <i>Team-Based Learning: A Transformative Use of Small =
> Groups in College Teaching"</i>. Frank is a seasoned teacher at
> Canisius =
> College in New York where he is a Professor of Organic Chemistry. He =
> also has an extensive background in industry. Following 25 years of =
> teaching using the lecture method he made a complete change to =
> team-based learning adjusted for his course and population, and has =
> never looked back.</div><div><br></div><div><div>Paul =
> King</div><div>Massasoit Community College</div><div>Brockton, =
> MA</div></div><div><br></div><div>Frank's Contact =
> Information:</div><div><div><img =
> src=3D"cid:BF1C4458-4917-48F1-9FF5-CFCA9D243E3F@local"><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; font: normal normal normal 13px/normal Verdana; =
> min-height: 16px; "><br></div><div style=3D"margin-top: 0px; =
> margin-right: 0px; margin-bottom: 0px; margin-left: 0px; font:
> normal =
> normal normal 13px/normal Verdana; min-height: 16px;
> "><br></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"5"
> DEFANGED_STYLE=3D"font: =
> 16.0px Verdana"><b>Frank Dinan, PhD</b></font></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"4"
> DEFANGED_STYLE=3D"font: =
> 13.0px Verdana">Professor Canisius College</font></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"4"
> DEFANGED_STYLE=3D"font: =
> 13.0px Verdana">Department of Chemistry & =
> Biochemistry</font></div><div style=3D"margin-top: 0px;
> margin-right: =
> 0px; margin-bottom: 0px; margin-left: 0px; "><font face=3D"Verdana" =
> size=3D"4" style=3D"font: 13.0px Verdana">2001 Main =
> Street</font></div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; "><font face=3D"Verdana"
> size=3D"4" =
> style=3D"font: 13.0px Verdana">Buffalo, NY 14208</font></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"4"
> DEFANGED_STYLE=3D"font: =
> 13.0px Verdana">Phone:=A0 716-888-2399</font></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"4"
> DEFANGED_STYLE=3D"font: =
> 13.0px Verdana">Fax:=A0 716-888-3112</font></div><div
> DEFANGED_STYLE=3D"margin-top:=
> 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px;
> "><font =
> face=3D"Verdana" size=3D"4" style=3D"font: 13.0px
> Verdana">Email:=A0 <a =
> href=3D"mailto:[log in to unmask]
> <mailto:[log in to unmask]>"><font color=3D"#0024f8" style=3D"color:=
> #0024f8"><u>[log in to unmask]
> <mailto:[log in to unmask]></u></font></a></font></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><font face=3D"Verdana" size=3D"4"
> DEFANGED_STYLE=3D"font: =
> 13.0px Verdana">Office:=A0 Horan O=92Donnell =
> 211A</font></div></div><div><br></div><div><a =
> href=3D"http://www.canisius.edu/chemistry/dinan.aspe">http://www.canisius.=
> edu/chemistry/dinan.aspe</a></div><div>(716) =
> 888-2399</div></div><br><div><div>On Jun 9, 2009, at 1:40 PM,
> Richard =
> Hake wrote:</div><br class=3D"Apple-interchange-newline"><blockquote =
> type=3D"cite"><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; ">If you reply to this long
> (10 =
> kB) post please don't hit the reply button unless you prune the
> copy of =
> this post that may appear in your reply down to a few relevant
> lines, =
> otherwise the entire already archived post may be needlessly
> resent to =
> subscribers.</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; min-height: 14px;
> "><br></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; ">Karen Hoff (2009) in a Chemed-L post titled =
> "team-based learning" wrote [bracketed by lines "HHHHH. . . =
> .":</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; min-height: 14px;
> "><br></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; ">HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH</div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; ">I have just read "Team-Based Learning: A =
> Transformative Use of Small Groups in College Teaching". . . . .[ =
> Michaelsen et al. (2004)]. . . ., and I am<span =
> class=3D"Apple-converted-space">=A0 </span>intrigued.<span =
> class=3D"Apple-converted-space">=A0 </span>Unfortunately, I have
> been =
> teaching long enough to realize that fads come and go, so I have
> some =
> questions for you. . . . .</div><div style=3D"margin-top: 0px; =
> margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: =
> 14px; "><br></div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; ">1.<span =
> class=3D"Apple-converted-space">=A0 </span>Does anyone use this
> teaching =
> chemistry at any level (high school or<span =
> class=3D"Apple-converted-space">=A0 </span>college)?<span =
> class=3D"Apple-converted-space">=A0 </span>I would really like to
> see =
> some examples of assignments for<span
> class=3D"Apple-converted-space">=A0 =
> </span>the Readiness Assurance Process.</div><div
> style=3D"margin-top: =
> 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; =
> min-height: 14px; "><br></div><div style=3D"margin-top: 0px; =
> margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">2.<span =
> class=3D"Apple-converted-space">=A0 </span>Does anyone use this in
> high =
> school?</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; min-height: 14px;
> "><br></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; ">3.<span class=3D"Apple-converted-space">=A0 =
> </span>Do you use this exclusively (100% of the time) or do you =
> incorporate</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; ">aspects of it into your =
> lessons?</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; min-height: 14px;
> "><br></div><div =
> style=3D"margin-top: 0px; margin-right: 0px; margin-bottom: 0px; =
> margin-left: 0px; "><span
> class=3D"Apple-converted-space">=A0</span>4.<spa=
> n class=3D"Apple-converted-space">=A0 </span>Do you think this is
> a fad =
> and that eventually we will decide it doesn't deliver as =
> expected?</div><div style=3D"margin-top: 0px; margin-right: 0px; =
> margin-bottom: 0px; margin-left: 0px; =
> ">HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH</div><div style=3D"margin-top:
> 0px; =
> margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: =
> 14px; "><br></div></blockquote></div></body></html>=
>
> --Apple-Mail-8-51356980
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>
> --Apple-Mail-8-51356980--
>
> --Apple-Mail-7-51356980--
>
> ------------------------------
>
> End of TEAMLEARNING-L Digest - 9 Jun 2009 to 10 Jun 2009 (#2009-58)
> *******************************************************************
>
>
--
Herb Coleman,Director
Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746
*************************************************
“I, and every other professor on this campus, are
here to help you to find, take back, and keep your
righteous mind.”
---Professor Melvin Tolson
from the motion picture "The Great Debaters"
*************************************************
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