Hi
You are probably referring to the ideas from the Gary Smith article in the National Teaching and Learning Fourm Newsletter….Larry brought it to our attention a few years ago
Smith, G.A., (2008) First Day Questions for the Learner-Centered Classroom<http://www.ntlf.com/html/ti/v17n5comp.pdf>. National Teaching and Learning Forum. Vol. 17. No.5
Also I attached an excerpt from my book about this activity and an interesting way to extend it
take care
jim
Jim Sibley
Director
Centre for Instructional Support
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>
Check out my new book Getting Started with Team-Based Learning available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
Check out TBL at www.learntbl.ca
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From: <Kontio>, Ken <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Kontio, Ken" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, October 31, 2014 at 8:03 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: question regarding post on intro slide to TBL
Sorry to bother all due to my inability to save a prior interesting post. Cannot find answer on lit serve bank.
Someone had suggested they start their TBL Orientation with a slide looking at what students think is the most important ...memorizing facts vs. learning problem solving etc...
Can the author of that post contact me please, would love to talk again. Or alternatively if someone could send me the post that would be great.
Many thanks,
Sincerely,
Dr. Ken Kontio B.Sc., M.D., M.Ed., FRCS(C)
Department of Surgery - Rm 3342
Children's Hospital of Eastern Ontario
401 Smyth Road
Ottawa, ON
K1H 8L1
Office (613) 737-7600 x 2426
Fax (613) 738-4840
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Simon Tweddell
Sent: Friday, September 19, 2014 3:41 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: application too slow
Paula,
I had similar issues initially with some teams finishing way ahead of the
others. I moved away from the flag system in my course (module in the UK)
towards a defined period of time that I expected the application exercise
to take and stating this on the screen/handout. Like Larry, I also keep
pushing them to keep them on task and reminding them every few minutes how
long they have left. I¹ve also broken larger applications into smaller
components in an evolving case/problem to keep them on track and maintain
the energy in the room.
To prevent social loafing, I echo Jim¹s comment that the application
exercise should be sufficiently messy and ill-structured that the team
have to spend time discussing it and working out how to solve it and also
be sufficiently authentic that they want to solve it because they see it
as important to their future learning/future careers. This helps their
motivation.
I recently spent some time interviewing TBL teams for my EdD research
programme and they told me that they like time limits in applications as
it keeps them on task. Otherwise (they told me) they spend the first 5
minutes or so talking about other things (Extract from the student focus
group - "One of the things that¹s really help keep things moving is that
some of the professors will put time limits on applications and that¹s
been more helpful to get the class moving alongŠ.So I think that has been
the best way to combat those kind of things give a quick time limit.²)
Just to enter the debate on team size these students also told me that 5
or 6 is the optimal number with 7 being "way too many". These were
students who had experienced 3 years of a predominantly TBL program
switching teams each semester. More of these students stated that they
preferred 5 in a team believing that 6 could slow them down. But if 1
person was missing e.g. due to illness and they found that they were down
to 4, then they felt the team didn¹t function as well.
Quotes from the focus group below:
"I¹ve been on 3 six-person teams and 3 five-person teams and it¹s not such
much the people on the teams, it¹s that I feel like the work was done
quicker and more efficiently in the 5
person team.²
"But then that 5 person team is just perfect because one day when there
are only 4 of you then you don¹t function as well as you do with that
fifth person. But I think 6 is one too many!"
Best wishes
Simon
PS. There¹s a few links below that define and discuss ill-defined problems
if you¹re interested
http://www.cotf.edu/vdc/entries/ILLPS.html
http://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill
http://en.wikiversity.org/wiki/Introduction_to_Ill-Structured_Problems
------------------------------------------------------------------------
Simon Tweddell BPharm MRPharmS FHEA
Senior Lecturer in Pharmacy Practice
Curriculum Development Fellow
Centre for Educational Development
University of Bradford
Bradford
United Kingdom
BD7 1DP
Tel. +44 (0)1274 235241
Email. [log in to unmask]<mailto:[log in to unmask]>
Twitter: @simontweddell
Skype: simon.tweddell
Accredited Consultant-Trainer in Team-based Learning
On 19/09/2014 16:56, "Nichols, A Paula" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Getting ready to start year 4 with TBL for first year medical students in
a class of 150. I have been reviewing comments from previous years in
order to improve the delivery. The biggest negative comment is that it
takes too long and a lot of time is spent listening to answers from
questions that students already know during the application. Most
students state that they like to TBL format in general but think that a
lot of time is spent in the application waiting around. I use the flag
system and have also used clickers to speed up the process but still find
myself spending time answering questions from students that may not have
grasped some basic concepts. So the bottom third of the class benefit
greatly but the top third get bored. The biggest comment is that students
want the application in small groups so they can move through the
material quickly rather than large group. Does anyone have suggestion
about how to navigate these type of questions?
Paula Monaghan-Nichols
University of Pittsburgh
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