Bill (and Linda in a separate email) have straightened out my thinking. I was trying to make TBL the content! Instead, I should focus on the course's group work objectives. It's so obvious now, but once again, I'll just blame "end of semester-itis."
-Candice
From: Brescia, Bill [mailto:[log in to unmask]]
Sent: Thursday, December 18, 2014 11:26 AM
To: Small, Candice
Cc: [log in to unmask]
Subject: Re: Student objectives for TBL
Well first we want them to learn about the content area. Did the TBL help them learn the content? Was the part of the TBL that was most helpful in their learning? Do they see how the TBL helped them prepare for using ethical reasoning in the future?
Is that helping?
Bill----
Sent from my iPhone
On Dec 18, 2014, at 10:19 AM, Small, Candice <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I'm using TBL in my class this compressed, wintermester. A colleague is teaching another section, without TBL. Both require group work. I wanted to do a quick survey (~5 questions) asking about the students' group experiences, comparing the two sections. What objectives do I hope students are achieving through TBL? Maybe I'm still recovering from fall semester, but I'm finding myself stumped! All I can think is "better group experiences." What would you say are the TBL objectives?
(This is for an undergraduate class on ethical reasoning and group work, if that matters.)
-Candice
Candice Benjes-Small, MLIS
Head, Information Literacy & Outreach
McConnell Library, Radford University, Radford, VA
540.831.6801
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