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Karen Hoff (2009) in a Chemed-L post titled "team-based learning"
wrote [bracketed by lines "HHHHH. . . .":
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
I have just read "Team-Based Learning: A Transformative Use of Small
Groups in College Teaching". . . . .[ Michaelsen et al. (2004)]. . .
., and I am intrigued. Unfortunately, I have been teaching long
enough to realize that fads come and go, so I have some questions for
you. . . . .
1. Does anyone use this teaching chemistry at any level (high school
or college)? I would really like to see some examples of
assignments for the Readiness Assurance Process.
2. Does anyone use this in high school?
3. Do you use this exclusively (100% of the time) or do you incorporate
aspects of it into your lessons?
4. Do you think this is a fad and that eventually we will decide it
doesn't deliver as expected?
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
To which John Goodwin (2009) replied (slightly edited):
"Team learning in chemistry has a pretty solid and long history now
with the Peer-Led-Team-Learning (PLTL) project going back to the
early '90's and more recently the POGIL project (process oriented
guided inquiry learning) now having a major influence. See <
http://www.pogil.org >. Both projects have high-school materials and
practitioners, and the POGIL project a new funded project for
development of materials and pedagogy. POGIL offers free workshops
for educators to learn about the pedagogy and usually good
representation at meetings like the BCCE."
Karen and other Chemed-L'ers who are interested in Team-Based
Learning might consider:
a. tuning in to TeamLearning-L < [log in to unmask] >
with OPEN! archives at
< http://list.olt.ubc.ca/cgi-bin/wa?A0=TEAMLEARNING-L >,
b. scanning the posts "Re: TBL in the NY Times, Five Questions"
[Hake (2009a) and "Re: Active Learning in Medicine" [Hake
(2009b)].''
In Hake (2009b) I posed the question (see that posts for the references):
"Has the effectiveness of TBL and PBL in promoting student learning
(relative to traditional instruction or to other reform methods of
instruction) been evaluated by pre/post testing using valid and
reliable tests of conceptual understanding (developed by
disciplinary experts) such as the Force Concept Inventory [Hestenes
et al. (1992]; as is the case for some introductory science courses
- see e.g., Froyd (2008), Hake (1998a,b; 2005), Libarkin (2008),
McConnell (2008), Prather et al. (2009), Reed-Rhoades & Imbrie
(2008), & Smith et al. (2008)?"
As far as I know, that question has not been answered for the cases
of TBL and POGIL.
I note at < http://new.pogil.org/effectiveness/ > that the
effectiveness of POGIL appears to be gauged primarily by course
grades. But judging from the physics education reform effort [Hake
(2002, 2005, 2007)] course grades are not valid indicators of
course-induced gains in conceptual understanding.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<[log in to unmask]>
< http://www.physics.indiana.edu/~hake/ >
< http://www.physics.indiana.edu/~sdi/ >
< http://HakesEdStuff.blogspot.com/ >
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>. All
URL's configured as < URL > rather than the conventional <URL> in an
attempt to thwart the de-hot-linking bug in Chemed-L's old fashioned
LISTSERV 15.0
Goodwin, J. 2009. "Re: team-based learning," Chemed-L post of 8 Jun
2009 10:01:38-0500; online at
< http://tinyurl.com/mghwfs >.
Hake, R.R. 2002. "Lessons from the Physics Education Reform Effort,"
Ecology and Society 2: 28; online at
<http://www.ecologyandsociety.org/vol5/iss2/art28/>. Ecology and
Society
(formerly Conservation Ecology) is a free online "peer-reviewed
journal of integrative science
and fundamental policy research" with about 11,000 subscribers in
about 108 countries
Hake, R. R. 2005. "The Physics Education Reform Effort: A Possible
Model for Higher Education," online at
< http://www.physics.indiana.edu/~hake/NTLF42.pdf > (100 kB). This is
a slightly edited version of an article that was (a) published in the
National Teaching and Learning Forum 15(1), December 2005, online to
subscribers at
< http://www.ntlf.com/FTPSite/issues/v15n1/physics.htm >, and (b)
disseminated by the Tomorrow's Professor list
< http://ctl.stanford.edu/Tomprof/postings.html > as Msg. 698 on 14
Feb 2006. If your institution doesn't subscribe to the invaluable
National Teaching and Learning Forum then it should!
Hake, R.R. 2007. "Six Lessons From the Physics Education Reform
Effort," Latin American Journal of Physics Education 1(1), September;
online (with AIP style numbered references) at
< http://journal.lapen.org.mx/sep07/HAKE%20Final.pdf > (124 kB). Also
available with APA style references at
< http://www.physics.indiana.edu/~hake/SixLessonsD.pdf > (684 kB).
Hake, R.R. 2009a. "Re: TBL in the NY Times, Five Questions," online
on the OPEN! TeamLearnig-L archives at
< http://tinyurl.com/l7em6s >.
Hake, R.R. 2009b. "Re: Active Learning in Medicine," online on the
OPEN! AERA-I archives at
< http://tinyurl.com/qduelo >. Post of 10 May 2009 16:56:14-0700 to
AERA-I and Net-Gold. Abstract only to DrEd and PhysLrnR.
Hoff, K. 2009."team-based learning." Chemed-L post of 8 Jun 2009
10:01:38-0500; online at
< http://tinyurl.com/m67pkz >.
Michaelsen, L.K., A.B. Knight, & L.D. Fink, eds. 2004. "Team-Based
Learning: A Transformative Use of Small Groups in College Teaching,"
Stylus Publishing. Publisher's information at
< http://www.styluspub.com/Books/BookDetail.aspx?productID=82220 >.
Amazon.com information at
< http://tinyurl.com/mnuug9 >. Unfortunately, Amazon's usual
searchable "Look Inside" feature is not available. See also the more
recent Michaelson et al. (2009).
Michaelsen. L.K., M. Sweet, & D.X. Parmeleee, eds. 2009. "Team-Based
Learning: Small Group Learning's Next Big Step." Jossey-Bass.
Publisher's information at
<
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470462124.html >.
Amazon.com information at
< http://tinyurl.com/kj89nj >. Unfortunately, Amazon's usual
searchable "Look Inside" feature is not available.
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