MAILING LISTS

Dee,

I'd talk to the team at Duke-NUS medical school. They have teams identify
concepts they struggled with on the tRAT by writing it on the board and
assign the concept to a team that mastered it to explain it to the rest of
the class. The entire discussion is lead by a student facilitator (this
role is rotated amongst all the students), rather than a faculty member.
The faculty member would then fill in any gaps not addressed by the teams.
My understanding is this is designed to maximize student involvement. I
found it to be quite clever.

Cheers, Tom


Tom DeWitt, Ph.D.
Director
Office of Applied Learning Experiences (ALEX)
University of Hawaii at Hilo
www.hilo.hawaii.edu/ALEX
phone: 808.987.6551
email: [log in to unmask]




On Mon, Jul 15, 2013 at 9:39 AM, Chris Burns <[log in to unmask]>wrote:

> It's helpful to encourage faculty to circulate among the student groups to
> learn what they are discussing in their teams. This will reassure the
> faculty that the content is being covered, reducing their need to go into
> lecture mode. It will also help identify some of the issues individual
> teams were discussing that might be worth exploring between teams.
>
> If there are any experienced TBLers available, having them take the lead
> running the session will help the new adopters get up to speed in a lower
> stakes setting as a co-facilitator.
>
> Chris Burns
> University of Illinois
> College of Medicine
>
>
> > Date: Mon, 15 Jul 2013 09:41:07 -0700
> > From: [log in to unmask]
> > Subject: Leading TBL Discussions
> > To: [log in to unmask]
>
> >
> > On Thurs of this week, I will be leading a workshop for
> > medical faculty on TBL. They have asked especially for guidance on how
> to lead the discussions after a RAT or an application exercise.
> > -What problems have you seen with this aspect of TBL?
> > -What suggestions do you have for someone wanting guidance on this?
> > Dee Fink
> >
> >
> > Sent from my iPhone
>