In MY experience:
When I first discovered TBL, I was looking for an approach to solve a set of problems that I was experiencing daily - maybe more of a rescue! TBL seemed to address my problems, but I feared that it would not translate well to the subject I teach - Automotive Technology. Most of what I was reading about TBL and its application indicated a higher level of education than I was involved in. But that turned out to be judgmental on my part. I read a lot before deciding on TBL, and did so for the following reasons:
It would encourage accountability in the students
TBL would help me focus on what the students really need to understand by the end of their two years with me
It would allow me to give immediate and accurate feedback
It promised to engage the students unlike anything I have tried
What I was currently doing wasn't cutting it on many levels, but "that is how everyone else does it - "
TBL looked to be fun!
I have only been using it since September of 07, but I have taught two different groups of students three different subjects so far. Here are my humble observations:
-What kind of teachers/students do you think "take to" TBL or did not?
Teachers who care about their students actually learning something! Students who are willing to try something new in order to change their opinion from past educational experiences - ie: high school.
- What was the hardest part for another teacher to accept/design/execute?
It takes more work to implement TBL correctly then it does to keep doing what you have been always doing. I am new to education (6 years) but I have found some students/instructors are bare minimum people, happy to get by. From the top of our university down, it has always been preached that it is "all about the students", but I do not think everyone actually feels that way. I am new enough to not be starting over, but starting out with TBL.
- What are some adaptations you have seen teachers make to TBL based on their own style?
I have started letting the class take their written final as a team. I don't use the IF-AT forms on this test, just scantron. So, they all have to agree and make a mark. They have also agreed to accept the team score as their grade. My students are hand's on learners, so I have even allowed them to go to an automobile during the final to visually verify an answer. I love to see them care enough to do this!
- For a newbie, would you advocate wholesale "overhaul" vs. incremental "evolution"?
I think it would depend on the newbie. Our field tends to employ instructors from industry, not necessarily trained educators. I arrogantly thought that just because I had worked in my technology for 25 years that I could teach it! Again, humbled! I am just now feeling like I can get through to our students and am doing things better. But I share students with another instructor who is not anywhere near understanding what it takes to prepare, so I have requested that he stay away from TBL for now.( I don't think he would even put out the effort right now, either) Maybe selfish, but I want it to control the TBL experience for now. Plus, I am constantly tuning it.
- What do you think contributed to the greatest success and greatest failure to implement TBL that you have seen?
I haven't seen an example of failure yet, but I am sure it has. I think the passion of the instructor contributes to the success.
- MOST IMPORTANTLY: What advice would you give to others about how and when to (and how *not* to and when *not* to) recommend TBL to other teachers?
I cannot stop recommending to other automotive instructors that I meet. I network on an educator’s forum online and talk about it a lot. I have even gotten into lengthy ( to my wife's dismay) discussions with the teachers at our own kid's high school. Recently I was also invited to sit in a council that was asked to recommend training for an upcoming major automotive convention in the fall, and introduced instructor training, even hinting to do a TBL demo for attending instructors.
Therefore, I hope an opinion from Oklahoma State University helps you and your research. I am having fun with the creativity of teaching in general and TBL is a great tool.
Sincerely,
Tim Dwyer
Automotive Technology
Oklahoma State University
AAS, CMAT, L-1
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