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Hi Philip,

I echo what Candice wrote (and obviously I don’t know all the details). If your students are not being held accountable for the pre-class preparation, then there is little incentive for them to prepare to actively engage in problem-solving in class (which is where the real learning occurs). A key feature to the success of TBL is holding students accountable for their preparation via the readiness assurance process. A graded iRAT is one way to “encourage” student to prepare. You can also have student complete problems prior to class as part of their readiness assurance process.

There are many different ways to grade TBL courses, as you might imagine. We have had significant success with using a “two-tier” type of grading where students are graded in their individual work and unless they meet a minimum (say 70%) they do not earn the team score. Once the minimum is met, the team score is added to their individual score for their course grade (grades are based on 70% individual performance and 30% team performance).

For students, grades are like oxygen.

Ask students to read in advance and unless there is accountability for that reading, students will not read in advance (BTW … faculty are the same). They are busy practicing their bulimic learning for another subject. Why would students read in advance if they perceive they will “learn” during class? As faculty we are crazy to believe they will read in advance just because we ask them to do so.

Regardless, it’s great to hear your student teams are having meaning discussions (don’t let the lack of note taking get to you too much). Sounds like you have some good students and with a little tweak or two you will be where you want to be.

Keep the faith!

Lane

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Lane J. Brunner, Ph.D., R.Ph.
Dean and Sam A. Lindsey Professor
Ben and Maytee Fisch College of Pharmacy
The University of Texas at Tyler
3900 University Blvd
Tyler, TX  75799
Tel: 903.565.5920
Fax: 903.565.5598
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From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of "Small, Candice" <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Small, Candice" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, September 25, 2015 at 8:53 AM
To: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: student behaviour during TBL activities

Hi Philip,

Although I’m sure note taking would help, I think the culprit might be lack of accountability.  You mention that some students are not doing the reading. That’s a huge red flag to me. I teach freshmen/sophomores with TBL and ensuring each student is accountable is imperative.  I use the 70% rule: if a student doesn’t achieve an average 70% on her IRAT scores, then her IRAT average serves as her TRAT average (the TRAT always would be higher).  This is a huge motivator for the students to do well on their IRATs.  I also will require them to bring notes on the reading to class, and  during TRATs and application exercises I will walk around the room and nudge the quieter folks to speak.  A colleague who uses TBL says that in the first peer review, she provides comments to all students; I like that idea and will try it next semester.

When I do the mini-lectures after the TRAT, they will take notes *if I tell them to do so.*  I’ve never noticed my students taking notes unless directed. Yours may be the same.

-Candice


Candice Benjes-Small, MLIS
Head, Information Literacy & Outreach
McConnell Library, Radford University, Radford, VA
540.831.6801
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Philip Crossley
Sent: Friday, September 25, 2015 9:30 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: student behaviour during TBL activities

Specifically, note taking…..

In my early experiences with TBL (just finished my first unit, started the 2nd) I am pleased with the nature of the discussion within teams I hear during tRATs and the application questions.   I also notice that no one is taking notes during those discussions or during the ‘post-voting’ discussion.

I know that the deliberation alone is supposed to increase learning………………but I don’t see evidence of it in the tests I am grading (performance is as poor, or poorer than when I just lecture on the same topics.

While I believe that the main reasons for poor performance are not doing the reading in the first place (just counting on the team to bail them out/using common sense not informed opinion during the TBL discussions), and poor study habits, I wonder if not recognizing the discussion as a note taking opportunity is also part of the problem.

What do you see from your successful vs. less successful students in this regard?

[Note: I’m teaching an intro. to Human Geography to predom. 1st and 2nd year students at a ‘moderately selective’ institution where about 1/3 of the 1st year students need remediation in reading, writing, math………..many of whom seem to show up in my class, perhaps b/c they perceive geography as easier than Poli. Sci., history, etc]

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Danielle Inscoe-Lively
Sent: Thursday, September 24, 2015 7:16 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: TBLC Workshop Abstract Deadline

Hello everyone,

On behalf of the Team-Based Learning Collaborative (TBLC), we would like to remind you about the opportunity to submit workshop abstracts for presentation at the 15th Annual TBLC Conference at the Hotel Albuquerque at Old Town in Albuquerque, New Mexico.

If you are interested in submitting a workshop abstract, please visit the TBLC blog<http://tblcnews.blogspot.com/2015/08/tblc-call-for-workshop-abstracts.html> for submission and requirement information.

Please note: The deadline for submission is September 30, 2015.

Thank you

Danielle Inscoe-Lively
Account Manager

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2015 Regional TBLC Workshop Now Open!
October 10, 2015 - details at www.TeamBasedLearning.org<http://www.teambasedlearning.org/>

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