*Your Question: Does TBL assume that students already possess the ability
to actively listen, to give appropriate feedback, effectively ask for help,
etc? **Or is there something built in to teach them this that I’ve missed*
? *Or should TBL used to make sure these skills are in place before moving
on to other content?*
No TBL does not assume students have these skills…instead it creates the
right conditions for these skills to emerge.
That is the power of TBL...asking the right question in the right way leads
to good group behaviours
*The power of Permanent Teams and natural development of team cohesion
during the Readiness Assurance Process*
When we use permanent teams and as cohesion builds students will find their
social feet and begin see the value of participating and the possible
negative consequences of not speaking up when they should. This cohesion
starts to build in the very first RAP process with shared successes and
shared failures….students can clearly seeing when a dominating line of
discussion lead them down the wrong path and when a minority voice might
not have been listened too enough….the team gets immediate feedback after
every scratch to reconsider their approach…and the magic of this is the
structure of the activity and the feedback loops created make this happen
without teacher intervention…pretty neat J
*The powerful, motivating feedback loop created in 4S activities*
When we use the 4S framework…a similar high quality feedback loop is
automatically created.
When the team know they will need to publicly commit to a position and may
have to defend their decisions, it is very motivating to take activity
seriously.
It is nice to point out to students that talking isn't the only way to
contribute. When the team publicly commit to their position and then have
to defend their decisions ...they get immediate and focused feedback on the
quality of their decision and decision making process. What is really great
is this feedback extends to teams that may not even contribute to
discussion...it could be pride in a job well done....or some more critical
self-reflection that we didn't make a very good decision..and have to do
better next time.
*Watch for team shape*
If you are in a flat classroom with movable chairs...watch the shape of
groups....a group with a dominator will often become a scraggly line with
some quieter students left at end...if you see this...stop the
discussion...ask everyone to shift 2 seats....and both you and the students
often notice an immediate difference in the inclusivity of the conversation
(I know Larry does this and that Gail Feigenbuam does this...when needed).
People are sometime astonished that in most of our TBL courses...we never
talk about team dynamics...ever
Ask the right question in the right way and stuff seems to fall into place.
And be true to the 4S....they are your life preserver in the active,
chaotic, wonderful TBL classroom
jim
*Jim Sibley*
*I am lucky to be a Board Member for the Vancouver Fringe*
*Ask me about independent theatre in Vancouver...*
Find out more at www.vancouverfringe.com
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.
Vancouver, BC
Canada
h 604-564-1043
w 604-822-9241
On Mon, Nov 10, 2014 at 6:32 AM, Cartagena, Autumn N [LASAS] <
[log in to unmask]> wrote:
> Hi All,
>
>
>
> I’ll be implementing TBL for the first time during the Fall of 2015. It
> will be a large lecture class of first year college students.
>
>
>
> I am “sold” on TBL working (as long as the 4 S’s are adhered to) but one
> question that I have is in regards to using interactive skills.
>
>
>
> Does TBL assume that students already possess the ability to actively
> listen, to give appropriate feedback, effectively ask for help, etc? Or is
> there something built in to teach them this that I’ve missed? Or should
> TBL used to make sure these skills are in place before moving on to other
> content?
>
>
>
> I can see how more developmentally advanced students would have had the
> opportunity to practice said skills throughout their undergraduate careers
> but I’ll be working with students who are only 2-3 months out of high
> school.
>
>
>
> Appreciate the thoughts & clarifications you are willing to share!
>
>
>
> Best,
>
>
>
> Autumn Cartagena, Academic Adviser
>
> College of Liberal Arts & Sciences
>
> Iowa State University
>
> 102 Catt Hall
>
> Ames, IA 50011-1302
>
> 515-294-4831
>
> College Website: http://www.las.iastate.edu/
>
> E-mail the College @ [log in to unmask]
>
> Follow us on Twitter @ las_sas102
>
>
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Jim Sibley
> *Sent:* Sunday, November 9, 2014 8:54 AM
> *To:* [log in to unmask]
> *Subject:* Re: List of Institutions using TBL
>
>
>
> Hi
>
>
>
> Although, I talk about TBL as a form of flipped classroom...the flipped
> classroom is NOT a form of TBL
>
>
>
> TBL is so much more!
>
>
>
> I often want to say TBL is a flipped classroom model that * actually
> works*....but that is too heavy handed...there are people out there doing
> great things with the flipped classroom....I just believe very strongly
> that TBL is way better.
>
>
>
> In the Flipped classroom students prepare for class often by watching a
> short video. But does this ensure students come to class ready...did they
> watch the video? are they really ready? how would the teacher know? In a
> small class, direct teacher observation and coercion can probably keep some
> portion of students preparing. But in large classes can leave you asking
> the preparation question.
>
>
>
> This is a LARGE contrast to TBL with the structured Readiness Assurance
> Process where you get accountability that students are prepared (iRAT) and
> then turn that preparation into true readiness to begin problem-solving (
> tRAT + appeals + mini-lecture)
>
>
>
> If you want a short summary of the Readiness Assurance Process, visit my
> website at http://learntbl.ca/what-is-tbl/ensuring-student-readiness/
>
>
>
> In the flipped classroom activity descriptions you often get statements
> like "the teacher circulates around the classroom, individually helping
> students as they do homework-like problems" I guess this could work with
> really small classes (I have heard they exist...just never seen one
> myself). In a large class (most of our classes are 120-380) the instructor
> is a scarce resource....there just isn't time to get to ALL students
> individually. This is where TBL's 4S's comes to the rescue...it gives you a
> problem structure to efficiently get students to make simple decisions on
> the analysis of complex data, publicly commit to their decision, then have
> that powerful give-and-take discussion on "why" teams decided the way they
> did. Powerful stuff. Think of courtroom jury going head to head with other
> courtroom jury's in same courtroom.
>
>
>
>
>
>
>
>
> I think the real magic is how well TBL scales to large
> classes....reporting a "simple" decision based on complex data analysis is
> easy with simultaneous reporting....and the fact that difference is student
> thinking become instantly visible and discussable, this means TBL scales
> really well since primary feedback loop during these reports is
> Student-to-Student.
>
>
>
>
>
> If you want a short summary of TBL activities, visit my website at
> http://learntbl.ca/what-is-tbl/structured-problem-solving/
>
>
>
> You also mentioned you were putting together a talk...my workshop
> materials and powerpoint deck are available at
> http://learntbl.ca/book/other-materials/
>
>
>
> Take Care...and good luck
>
>
>
> JIm
>
>
> *Jim Sibley*
>
>
>
> *I am lucky to be a Board Member for the Vancouver Fringe*
>
>
>
> *Ask me about independent theatre in Vancouver...*
>
>
>
> [image: Image removed by sender.]
>
>
>
> Find out more at www.vancouverfringe.com
>
> _______________________________________
>
>
>
> Jim Sibley and Amanda Bradley
> 106-2575 West 4th Ave.
>
> Vancouver, BC
>
> Canada
>
>
> h 604-564-1043
> w 604-822-9241
>
>
>
> On Sat, Nov 8, 2014 at 5:50 PM, Bill Goffe <[log in to unmask]> wrote:
>
> A fairly common approach in some STEM (science, technology, engineering,
> and mathematics) courses involves the following:
> - pre-reading which is "enforced" with reading quizzes or "JiTTs" (Just
> in Time Teaching -- essay questions on readings that target common
> student misconceptions
> - clicker questions, particularly conceptual ones that students first
> answer individually and if there is substantial class variation
> students consult with each other and then revote. This is "Peer
> Instruction." The name most commonly associated with it is the Harvard
> physicist Eric Mazur (who has recently moved to a TBL
> variant).
>
> The above isn't as structured as TBL and I suspect it isn't as effective
> but I'm sure it is more common. They've also done a lot of research based
> on cognitive science; TBL seems to do less of that. One paper shows more
> than two standard deviations more learning with the above than standard
> lecture; see Deslauriers et al., "Improved learning in a large-enrollment
> physics class." science 332.6031 (2011): 862-864,
> http://www.cwsei.ubc.ca/SEI_research/index.html .
>
> For a website, see http://www.cwsei.ubc.ca/ . It might be worth noting
> that they've recent done some work on "two-stage tests" (which have the
> same format as RATs). The Carl Wieman mention on the site received a Nobel
> Prize in 2001 (physics) and for many years he lead two research groups:
> atomic physics and physics education research. The latter lead to a "U.S.
> Professor of the Year" award (four are awarded annually) a few years after
> his Nobel. He's currently at Stanford with a joint appointment between
> physics and the Graduate School of Education.
>
> For more on what physicists have done, see "Don't Lecture Me,"
>
> http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/
> .
>
> I've used both TBL and the above. I prefer TBL but the above is easier to
> manage in the classes of 300+ I currently teach and it is an easier sell
> to students and administrators.
>
> It seem sensible to have knowledge of other non-lecture methods of
> teaching.
>
> - Bill
>
>
> Musarrat said:
>
> > I agree with Judy. However, basic principle is same in these
> methodologies.
> > I take TBL as one well developed format of flipped classroom. Somebody
> else
> > might come up with different format in due course of time.
> >
> >
> > On Sunday, 9 November 2014, Judy Currey <[log in to unmask]>
> wrote:
> >
> > > Hi Abby
> > >
> > > I’ll leave others to comment about where there is a list or not, but I
> > > caution the linking of flipped classroom to TBL for obvious reasons –
> TBL
> > > has set requirements whereas flipped does not adhere to the 4 Ss etc.
> > >
> > >
> > >
> > > Regards
> > >
> > >
> > >
> > > Judy
> > >
> > >
> > >
> > > Associate Professor Judy Currey
> > >
> > > Director of Postgraduate Studies
> > >
> > > School of Nursing and Midwifery, Faculty of Health
> > >
> > > Deakin University, Burwood Victoria 3125 Australia
> > >
> > > Phone: 03 9244 6122 International: 61 3 9244 6122
> > >
> > > Fax: 03 9244 6159 International: 61 3 9244 6159
> > >
> > > Email: [log in to unmask]
> > > <javascript:_e(%7B%7D,'cvml',[log in to unmask]);>
> > >
> > > Website: http://www.deakin.edu.au/hmnbs/nursing/
> > > <http://www.hbs.deakin.edu.au/nursing/>
> > >
> > > Deakin University CRICOS Provider Code 00113B
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > > *From:* Team-Based Learning [mailto:[log in to unmask]
> > > <javascript:_e(%7B%7D,'cvml',[log in to unmask]);>] *On
> > > Behalf Of *Abby Drake
> > > *Sent:* Sunday, 9 November 2014 8:21 AM
> > > *To:* [log in to unmask]
> > > <javascript:_e(%7B%7D,'cvml',[log in to unmask]);>
> > > *Subject:* List of Institutions using TBL
> > >
> > >
> > >
> > > Hello – Hope all of you are having a great semester. I’m putting
> together
> > > a talk on TBL and would like to show how it is being adopted by many
> > > colleges and universities.
> > >
> > >
> > >
> > > I was wondering if anyone already has a list of colleges and
> universities
> > > that are using TBL? And/or Flipped classrooms?
> > >
> > >
> > >
> > > Thanks!
> > >
> > > Abby
> > >
> > >
> > >
> > > * Important Notice: The contents of this email are intended solely for
> the
> > > named addressee and are confidential; any unauthorised use,
> reproduction or
> > > storage of the contents is expressly prohibited. If you have received
> this
> > > email in error, please delete it and any attachments immediately and
> advise
> > > the sender by return email or telephone. Deakin University does not
> warrant
> > > that this email and any attachments are error or virus free.*
>
> > >
> >
> >
> > --
> > Dr. Musarrat ul Hasnain.
> > Director/Head, Department of Medical Education.
> > Punjab Medical College, Faisalabad. Pakistan
> > Ph: +92-41-9210107
> > Fax:+92-41-9210081
> > Cell;+92-41-6509943
>
> --
> Bill Goffe
> Senior Lecturer
> Department of Economics
> Penn State University
> 304 Kern Building
> University Park, PA 16802
> 814-867-3299
> [log in to unmask]
> http://cook.rfe.org/
>
>
>
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