I'm an advocate for using materials from the discipline, as the most often
heard argument I hear is, "I see how this would work in xxxx discipline,
but it would never work in my discipline because........." I think it's
important to demonstrate and discuss how it can be used in their discipline
whenever possible. Just keep the materials simple.
On May 31, 2014 1:20 AM, "Jenny Morris" <[log in to unmask]> wrote:
> Thanks for this and Chris Burns for the hot pepper exercise. I run a
> workshop for those with no prior experience of TBL and have test questions
> based on one of your earlier summaries of TBL, Jim, which I send out a few
> days ahead. Then I use an application activity based on sustainability
> related issues in health which works well.
>
> The thing I don't do is to refer to the summing up as a mini lecture.
> This is because our experience (and we are new to this) shows that
> students initially want lectures but we go to great lengths to explain why
> TBL does not use lectures. I therefore refer to time for clarification
> after the team tests when we allow 5-10 minutes for discussion around areas
> where there is a lack of understanding (using team test results as the
> start point for this). Then at the end of the unit I show a slide that
> summarises what they should know at this stage linking the previous and
> subsequent units.
>
> Hope this is useful - it works for us and gets away from 'lectures' as the
> basis for any element of what we do.
>
> Best wishes
>
> Jenny
>
> Dr Jenny Morris
> Associate Professor (Senior Lecturer) Health Studies
> Faculty of Health & Human Sciences
> Plymouth University
> Knowledge Spa
> Truro
> Cornwall TR1 3HD
>
> > On 28 May 2014, at 17:49, "Sibley, James Edward" <[log in to unmask]>
> wrote:
> >
> > Hi David
> >
> > I agree with Bill..stay away from disciplinary material....it can side
> track conversation away from TBL and into nuance about law
> >
> > I do a 50 minute version at lunches here...attached is my lesson plan
> >
> > I also attached my TBL 101 materials....for the the 50 minute version...I
> use my TBL in 500 words doc and the 4 question RAP
> >
> > jim
> > --
> > Jim Sibley
> > Director
> > Centre for Instructional Support
> > Faculty of Applied Science
> > University of British Columbia
> > 2205-6250 Applied Science Lane
> > Vancouver, BC Canada
> > V6T 1Z4
> >
> > Phone 604.822.9241
> > Fax 604.822.7006
> >
> > Email: [log in to unmask]
> <applewebdata:[log in to unmask]>
> >
> > Check out www.teambasedlearning.org
> >
> >
> > (c) Copyright 2014, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
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> >
> > From: David Raeker-Jordan <[log in to unmask]<mailto:
> [log in to unmask]>>
> > Reply-To: David Raeker-Jordan <[log in to unmask]<mailto:
> [log in to unmask]>>
> > Date: Wednesday, May 28, 2014 6:45 AM
> > To: "[log in to unmask]<mailto:
> [log in to unmask]>" <[log in to unmask]<mailto:
> [log in to unmask]>>
> > Subject: Intro to TBL for Law Professors -- Should We Use Familiar or
> Unfamiliar Material?
> >
> > At the end of June, a colleague and I are presenting at a conference
> for law professors who teach legal writing and analysis. We have 45 minutes
> to introduce them to TBL. (I wish we had more time, but that's all we could
> get.) We plan to introduce TBL using the RAP and application exercises.
> >
> > Our first major decision is whether or not to use law-related material
> for the RAP and applications. Although the conferees will be familiar with
> the concepts and principles involved in legal writing, I wonder whether it
> would be better to use material that is not familiar.
> >
> > For those of you who have done one of these insanely short
> presentations, what works best? Do you assign a reading assignment before
> the presentation or do you use the first few minutes to allow participants
> to read the material that will be on the RAP?
> >
> > For a lot of these conferees, this will be their first exposure to TBL
> and I want to make sure we give them something inspiring and
> thought-provoking. Thanks for any insights you can offer.
> >
> > -----------------
> > David Raeker-Jordan
> > Legal Methods Professor
> > Widener University School of Law
> > 3800 Vartan Way
> > P.O. Box 69380
> > Harrisburg, PA 17106-9380
> > 717.541.1996<tel:717.541.1996>
> >
> > <TBL_101_short_lesson_plan.docx>
> > <Jim's TBL 101.zip>
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