If you have responses to Karla's question and are not inclined to send
them to the whole list, can you copy me ([log in to unmask]) on your
responses?
I can definitely see both sides of the problem. If she shows them her
map, they can see many more conceptual connections than they came up
with, illuminating the material that much better. More learning.
But the emotional impact of it might de-motivate that very learning.
Stephen Brookfield has a nice passage in one of his books about a
professional swimming instructor who tried to teach beginning swimmers
by showing them "how easy" it was for him to do it. The result was that
they felt worse about their own inability and were less inclined to try.
This is not just a TBL question--it speaks to the moment of learner
motivation in any class.
It's a tough nut and I am quite interested in others' opinions.
-Michael
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Sent: Monday, February 23, 2004 10:44 PM
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Subject: TEAMLEARNING-L Digest - 10 Feb 2004 to 23 Feb 2004 (#2004-5)
There is one message totalling 275 lines in this issue.
Topics of the day:
1. TBL Question
----------------------------------------------------------------------
Date: Mon, 23 Feb 2004 15:55:29 -0500
From: "Kubitz, Karla" <[log in to unmask]>
Subject: TBL Question
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Hello all,
I've a TBL question that I'd like some advice on. I have an integrative
= team assignment that my students just finished. They were to make a =
concept map related to a case study that they'd read. The were required
= to do the assignment as individuals prior to class. The specific =
instructions are included below for any who would like to read them. =
Basically, they had to try to 'think like a psychologist', to read the =
case study, to identify the main problem in the case, to identify the =
causes of the main problem, and to identify solutions/ interventions for
= the main problem. As I look at what they did, it's pretty good, but =
there are many more theories that I could have applied to the case than
= they did. My question is.... should I show them 'my map'? I don't
want = them to think that mine is the 'right' way to do the map. I do
want to = stimulate their thinking about how to use the concepts that
we've been = studying. Thoughts from any who have been using TBL longer
than I have? = Thanks. Karla =20
Integrative Team Assignment #1/ Participant-Related Tools/ Concept Map =
and Narrative The purpose of the assignment is to provide you with the
opportunity to = integrate and apply what you have learned thus far
about the sport = psychology toolbox (i.e., the participant-related
tools). There will be = three parts to this assignment. The first is
the creation of the team = 'case study' concept maps. The second is the
presentation and = evaluation of the team concept maps... the 'kudos and
kvetches' for the = other maps AND the 'self-evaluation/ defense' of the
team map. The = third is the self-evaluation of individual learning...
the individual = 'one-minute paper'. Before you begin, review the
handout on concept = mapping and the 'Too Good to Be True' case study
(pp. 131-136 in the = case study book). =20
Grading Rubric=20
Content 02...04...06...08...10...12...14...16...18...20
Organization =
01...02...03...04...05...06...07...08...09...10=20
Readability 01...02...03...04...05...06...07...08...09...10
Correctness
01...02...03...04...05...06...07...08...09...10=20
CREATION OF THE CONCEPT MAPS (45 min... posting at 1:15 for the 12:30 =
class; 2:45 for the 2:00 class) Discuss the 'Too Good to Be True' case
study; bringing in input from = team members with regard to the case and
with regard to = participant-related tools that might be applied to the
case. Use your = discussion to determine the main problem in the case
study (i.e., from = the perspective of participant-related issues), to
identify it's most = likely cause(s), and to propose scientifically
defensible, potential = solution(s). Create your concept map (using the
large sheet of paper = and the markers provided), organizing your maps
so that the main problem = is in the middle, the causes are on the left,
and the solutions/ = theories are on the right. You may work initially
with small pieces of = paper and the surface of the table so that you
can refine your ideas = before you write on the large sheet of paper.
Write as neatly as = possible and large enough so that someone standing
in front of your = concept map (displayed on the wall) can read it
without difficulty. = Rulers and other drawing aids are available.
Write a one-page narrative = (on a regular size sheet of paper)
explaining your concept map. Write = your narrative summaries as neatly
as possible and also large enough so = that someone standing in front of
your concept map can read them without = difficulty. When time is
called, tape your concept maps to one of the = walls (spread them out
around the room) and tape your narratives beside = your maps. Be sure
your team name is on your map and on your narrative. = =20
PRESENTATION/ EVALUATION (25 min total; 15 min kudos & kvetches/ 10 min
= team self-evaluation)=20 One, instructor selected, member of each team
will present the concept = maps. That is, they will stand next to the
map to answer questions = (using the narrative summary if necessary).
The other team members will = evaluate the other concept maps,
identifying 'kudos' and 'kvetches' = related to the other maps. Kudos
(praiseworthy aspects) and kvetches = (inaccuracies in content,
inappropriate integration of course material, = inappropriate
application of course material, etc) should be written = neatly (in
complete sentences) on a Post-it and posted on the concept = maps in
question. Both kudos and kvetches should be based on = substantive,
scientifically defensible (rather than opinion-based) = issues and
should be related to one of the areas of the grading rubric. = Kudos
and kvetches may earn bonus points for the team posting them (up = to 5
possible points). The instructor will assess the validity of the =
kudos and kvetches before bonus points are given. Upon the completion =
of the evaluation period, teams will evaluate their own concept maps =
using the Grading Rubric and will also evaluate (and defend against) =
posted kvetches. =20
EVALUATION OF INDIVIDUAL LEARNING (5 min)=20
Write for at least 1-minute paper on the following question. What did I
= learn from this assignment?=20
Karla A. Kubitz, Ph.D., FACSM
Associate Professor
Department of Kinesiology
8000 York Avenue
Towson University
Towson, MD 21252
410-704-3168 (ph)
410-704-3912 (fax)
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<HTML>
<HEAD>
<META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; =
charset=3Diso-8859-1"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange
Server version = 6.0.6249.1"> <TITLE>TBL Question</TITLE> </HEAD> <BODY>
<!-- Converted from text/rtf format -->
<P><FONT FACE=3D"Comic Sans MS">Hello all,</FONT>
<BR><FONT FACE=3D"Comic Sans MS">I've a TBL question that I'd like some
= advice on. I have an integrative team assignment that my
students = just finished. They were to make a concept map related
to a case = study that they'd read. The were required to do the
assignment as = individuals prior to class. The specific
instructions are included = below for any who would like to read
them. Basically, they had to = try to 'think like a psychologist',
to read the case study, to identify = the main problem in the case, to
identify the causes of the main = problem, and to identify solutions/
interventions for the main = problem. As I look at what they did,
it's pretty good, but there = are many more theories that I could have
applied to the case than they = did. My question is.... should I
show them 'my map'? I don't = want them to think that mine is the
'right' way to do the map. I = do want to stimulate their thinking
about how to use the concepts that = we've been studying. Thoughts
from any who have been using TBL = longer than I have?
Thanks. Karla </FONT></P>
<P><U><B><FONT FACE=3D"RotisSemiSans">Integrative Team Assignment #1/ =
Participant-Related Tools/ Concept Map and Narrative</FONT></B></U>
<BR><B><FONT FACE=3D"RotisSemiSans">The purpose of the assignment is to
= provide you with the opportunity to integrate and apply what you have
= learned thus far about the sport psychology toolbox (i.e., the =
participant-related tools). There will be three parts to this =
assignment. The first is the creation of the team ‘case =
study’ concept maps. The second is the presentation and =
evaluation of the team concept maps… the ‘kudos and =
kvetches’ for the other maps AND the ‘self-evaluation/ =
defense’ of the team map. The third is the self-evaluation =
of individual learning… the individual ‘one-minute =
paper’. Before you begin, review the handout on concept =
mapping and the ‘Too Good to Be True’ case study (pp. =
131-136 in the case study book). </FONT></B></P>
<P ALIGN=3DCENTER><B><U><FONT FACE=3D"RotisSemiSans">Grading Rubric =
</FONT></U></B></P>
<P><B><FONT FACE=3D"RotisSemiSans">Content =
=
02…04…06…08…10…12…14…16…
1=
8…20</FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">Organization =
=
01…02…03…04…05…06…07…08…
0=
9…10 </FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">Readability =
=
01…02…03…04…05…06…07…08…
0=
9…10</FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">Correctness =
=
01…02…03…04…05…06…07…08…
0=
9…10 </FONT></B>
</P>
<P><B><FONT FACE=3D"RotisSemiSans">CREATION OF THE CONCEPT MAPS (45 =
min… posting at 1:15 for the 12:30 class; 2:45 for the 2:00 =
class)</FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">Discuss the ‘Too Good to Be =
True’ case study; bringing in input from team members with regard
= to the case and with regard to participant-related tools that might be
= applied to the case. Use your discussion to determine the main =
problem in the case study (i.e., from the perspective of =
participant-related issues), to identify it’s most likely =
cause(s), and to propose scientifically defensible, potential =
solution(s). Create your concept map (using the large sheet of =
paper and the markers provided), organizing your maps so that the main =
problem is in the middle, the causes are on the left, and the solutions/
= theories are on the right. You may work initially with small =
pieces of paper and the surface of the table so that you can refine your
= ideas before you write on the large sheet of paper. Write as =
neatly as possible and large enough so that someone standing in front of
= your concept map (displayed on the wall) can read it without =
difficulty. Rulers and other drawing aids are available. =
Write a one-page narrative (on a regular size sheet of paper) explaining
= your concept map. Write your narrative summaries as neatly as =
possible and also large enough so that someone standing in front of your
= concept map can read them without difficulty. When time is
called, = tape your concept maps to one of the walls (spread them out
around the =
room) and tape your narratives beside your maps. Be sure your team
= name is on your map and on your narrative. </FONT></B></P>
<P><B><FONT FACE=3D"RotisSemiSans">PRESENTATION/ EVALUATION (25 min =
total; 15 min kudos & kvetches/ 10 min team self-evaluation) =
</FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">One, instructor selected, member of
= each team will present the concept maps. That is, they will
stand = next to the map to answer questions (using the narrative summary
if = necessary). The other team members will evaluate the other
concept = maps, identifying ‘k</FONT><FONT COLOR=3D"#000000" =
FACE=3D"RotisSemiSans">udos’ and ‘kvetches’ related to
= the other maps. </FONT><U> <FONT COLOR=3D"#000000" =
FACE=3D"RotisSemiSans">Kudos</FONT></U> <FONT COLOR=3D"#000000" =
FACE=3D"RotisSemiSans">(praiseworthy aspects) and</FONT><U> <FONT =
COLOR=3D"#000000" FACE=3D"RotisSemiSans">kvetches</FONT></U><FONT =
COLOR=3D"#000000" FACE=3D"RotisSemiSans"> (inaccuracies in content, =
inappropriate integration of course material, inappropriate application
= of course material, etc) should be written neatly (in complete =
sentences) on a Post-it and posted on the concept maps in =
question. Both kudos and kvetches should be based on substantive,
= scientifically defensible (rather than opinion-based) issues and
should = be related to one of the areas of the grading rubric.
Kudos and = kvetches may</FONT> <FONT FACE=3D"RotisSemiSans">earn bonus
points for = the team posting them (up to 5 possible points). The
instructor = will assess the validity of the kudos and kvetches before
bonus points = are given. Upon the completion of the evaluation
period, teams = will evaluate their own concept maps using the Grading
Rubric and will = also evaluate (and defend against) posted
kvetches. = </FONT></B></P>
<P><B><FONT FACE=3D"RotisSemiSans">EVALUATION OF INDIVIDUAL LEARNING (5
=
min) </FONT></B>
<BR><B><FONT FACE=3D"RotisSemiSans">Write for at least 1-minute paper on
= the following question. What did I learn from this assignment? =
</FONT></B> </P>
<P><FONT SIZE=3D2 FACE=3D"Arial">Karla A. Kubitz, Ph.D., FACSM</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">Associate Professor</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">Department of Kinesiology</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">8000 York Avenue</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">Towson University</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">Towson, MD 21252</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">410-704-3168 (ph)</FONT>
<BR><FONT SIZE=3D2 FACE=3D"Arial">410-704-3912 (fax)</FONT> </P>
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