Hi
We routinely now do TBL in classes of 200
A few things
When you get to large settings….the quality of question you ask is critical….in smaller settings we can get away with a lot of things because of instructor presence and the intimacy of the setting
Be super organized with team folders….and detailed lesson plans…..with the team folders we just put them at the front of the class and ask each team to send a representative down
We divide out classes into teams and the teams are in one of four divisions (quadrant of classroom)….that is a reminder for us to facilitate the reporting discussion division to division….so we don't don't get hung up talking to one corner of the class
Start the reporting using an iphone app like Pick Me…..so every group is on the hot seat for reporting first
Have the person speaking in a team stand up…and make sure everyone in the class can hear
Have a TA quickly mark reporting choices on a classroom map….voting cards go up for such a short time….that I can't remember what all 35 team might have reported
I like the rule….last team to report is first to talk….makes those voting cards go up fast
And relax….It does work…
Jim
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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
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Check out http://<http://cis.apsc.ubc.ca/>www.teambasedlearning.org
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From: <Spaulding>, Kristina N <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Spaulding, Kristina N" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Tuesday, August 6, 2013 2:14 PM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Tips for using TBL in a large lecture class
Hello all,
I am a graduate student and have been using TBL for 2 semesters and 2 summer sessions now. Though I really like TBL, I feel I've struggled a bit with the implementation. This summer (in a class of 9 students), I finally felt like I "got it". I tried to make activities more concrete and focused on "telling a story" and making the activities relatable. However, this semester I will be teaching Biopsychology (behavioral neuroscience and hormones and behavior) for the first time and there are 208 students in the class. I would really like to use TBL, but I'm quite nervous about it.
My particular weaknesses seem to be keeping the material accessible and clear and facilitating discussions between groups. Though I feel I got this in the small class, I'm worried about how this will transfer to a large lecture hall. I've used TBL in large classes before (last spring I had 17 groups), but it didn't go as well as I'd like, and it was like pulling teeth to get students to engage in discussions with each other (they generally talked to me instead). Does anyone have any tips they can share about how to foster interactions between groups in such a large class? This class meets twice a week for an hour and 20 minutes.
Any tips on the logistics of running TBL efficiently in large lecture classes would be appreciated as well!
_________________________________________
Kristina N. Spaulding
Doctoral candidate
Gallup lab
Department of Psychology
University at Albany
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