Hi Steve,
We’ve already seen some great responses with ideas for large-class TBL! I teach a biochemistry class that typically has between 275-300 students, and I have been stuck in rooms ranging from good (a large lecture theatre with room for students to work together) to terrible (an actual theatre with cramped, immovable seats and no desks!). The acoustics are challenging when all teams are fully immersed in their discussions, but I usually have a lapel microphone (and sometimes additional handheld microphones for students), so that helps. And the teams tend to be very respectful when it’s time for whole-class discussions.
I like Jim Sibley’s “Wheel of Motivation” a lot! For a number of years I’ve used my “Pink Bucket of Doom”. It is a very pink bucket (from the dollar store) filled with numbered ping-pong balls like those used in Lotto draws. I have all the team numbers, plus one marked “I” (for instructor) and one marked “?” (as a wild card). In the past, I’ve used it for motivation when nobody volunteers, or to mix things up when one/a few teams dominate the discussion. I have done things like allow a team who has just contributed to draw the next number, and they like that! It’s a super low-tech (and low cost) tool, sort of like the physical ABCDE cards for teams to hold up during application activities. Students sort of dig the “old school” physical aspect, and the threat of being cold-called keeps teams on their toes.
Good luck with your first-years!
Richard
--
Richard M. Plunkett Ph.D. (He, Him, His<https://equity.ubc.ca/resources/gender-diversity/pronouns/>)
Associate Professor of Teaching
Program Advisor – Biochemistry and Molecular Biology (Medical & Molecular Biology)
Irving K. Barber Faculty of Science | Biology Department
The University of British Columbia | Okanagan Campus | Syilx Okanagan Nation Territory
1177 Research Road | Kelowna BC | V1V 1V7 Canada
Phone 250 807 9650
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From: Team-Based Learning <[log in to unmask]> on behalf of Steve Cayzer <[log in to unmask]>
Reply-To: Steve Cayzer <[log in to unmask]>
Date: Tuesday, 14June, 2022 at 00:33
To: "[log in to unmask]" <[log in to unmask]>
Subject: TBL with really large cohorts (350)
Hi TBLers
I have been tasked with redesigning a 1st year undergraduate module in Engineering covering ‘responsible engineering practices’
It’s a really great opportunity to get TBL embedded into the Engineering Syllabus.
I have absolutely no problem thinking of great 4S activities (for example, ethical dilemmas in engineering practice) and am confident of designing a really compelling course.
Where I am slightly less confident is that this cohort is quite large – 350 students, probably 70 teams (personal tutor groups – hence slightly smaller than TBLC recommendation, I might push for 6 people as a default).
Here are the challenges I am wondering about
* With 350 people in 1 (big) lecture hall, will the acoustics be deafening when teams are working together?
* With only a fraction of teams being able to report back (due to timing) during task debrief, will some teams start to disengage?
Any tips for dealing with this would be welcome!
Bw and thanks
Steve
PS and of course if anyone has delivered a similar course, would be interested to hear from you too
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