Maybe you can ask participants to apply what they have learned to their own programs/courses? Obviously, there won't be enough time to truly plan but I think participants should be able to summarize a rough draft implementation plan. They could even create a few sample questions.
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Ms. Tatyana Pashnyak, CHTS-TR, COI
Associate Professor of Business & Medical Administrative Technology
Bainbridge State College
229-248-2530
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“Curiosity is the wick in the candle of learning.” ~William A. Ward
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From: Team-Based Learning [[log in to unmask]] on behalf of Carson, Ron [[log in to unmask]]
Sent: Thursday, August 07, 2014 2:32 PM
To: [log in to unmask]
Subject: Re: Help with teaching TBL Using TBL
I appreciate everyone feedback and help, but I’m still left wandering this question: “At the end of 3 hours, “what could students be doing in that wonderful moment to make it obvious they really internalized what [I am] trying to teach them and are putting it to use in the real world”?
(source: TBL for Health Professions Education, p. 17)
When students (who are also faculty) leave my workshop what is evidence that the “they got it”? (p. 18)
The backward design is one of my bigger struggles with TBL…
Thanks,
Ron
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Carson, Ron
Sent: Wednesday, August 06, 2014 5:37 PM
To: [log in to unmask]
Subject: Help with teaching TBL Using TBL
I'm very fortunate to teach to 3 hour class to other faculty about TBL. Of course, I want to teach TBL by using TBL, but I'm having difficulty developing a backward design. I usually struggle with this important development point, but I'm really struggling now.
What are appropriate applications that these "students" should be able to do? I know this is my course and thus my outcomes to consider, but my creative engine is stuck at the station.
Honestly, it would be much easier just to lecture about TBL!! <lol>
Thanks,
Ron Carson
Asst. Professor
Adventist University of Health Sciences
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