Hi
Can we talk on phone…..can't be today….my sched is attached (my time zone is pacific)
I have talked both to Mark Freeman…who did a monster TBL at University of Sydney Business school and Peter Smith who has a monster TBL course (2000+ students, multiple sections) at University of Auckland….maybe some of lesson they learned that can help you
jim
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Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
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From: <Bonaccorsi>, "Cristina [CHEM]" <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Bonaccorsi, Cristina [CHEM]" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Tuesday, April 22, 2014 10:30 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: TBL: teaching a chemistry class with recitations
Hello!
I am a lecturer teaching general chemistry at Iowa State University. I have never used TBL before but I am very excited to try this summer.
Our general chemistry classes all have lectures (2 or 3 times per week depending on course, with instructor) and recitations (one time per week with teaching assistant). Did anyone use TBL for a class designed to have recitation sections? If so, how did you handle it?
I can see two big problems, especially during Spring and Fall semesters when we have high enrollment:
1. Students sign up for class and recitation at the same time (before I can form the teams) and team members will likely end up in different recitation sections.
2. A large course may have up to 40 TA’s.
Do I train the TA’s to practice TBL or do I let the TA’s run a classic recitation section, thus reviewing topics and working on sample problems (students will not need to be in the same recitation section)?
Thanks,
Cristina
Cristina Bonaccorsi, Ph.D.
Lecturer
Department of Chemistry
Iowa State University
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