I understand this point very well, but I wonder if it is in some sense a
good idea. Before starting TBL in one of my class classes (40 students in
an undergrad economics course called "Money & Banking"). I read Ken Bain's
"What the Best College Teachers Do" and was quite taken with it and
implemented much of it in a 300-student intro economics course. He makes
the point that the best instructors are able to engage their students in
such a way that they're intrinsically motivated (as opposed to extrinsic
motivation as described below). Some of a summary of his work and some
implementation of it can be found in my paper
http://cook.rfe.org/Bain_study.pdf . But, as you'll see, I didn't seem to
get increased learning. I have yet to try run the data from Spring 2008.
It seem, and this isn't so surprising, intrinsically motivating students
is really hard.
- Bill
Bob said:
> I have found that, if there is not some type of reward for their work they
> stop taking it seriously.
>
> I hope this helps.
>
> Bob
>
> Robert J. Philpot Jr., PhD, PA-C
> Interim Dean of Academic Affairs
> Chairman, Department of PA Studies
> Director and Associate Professor
> Physician Assistant Program
> South University, Savannah, GA
>
> 912-704-5717 mobile
> [log in to unmask]
>
> "The old begin to complain of the conduct of the young when they
> themselves are no longer able to set a bad example."
> Francois de La Rochefoucauld
>
> -----Original Message-----
> From: Team Learning Discussion List on behalf of Sibley, Jim
> Sent: Sat 9/20/2008 3:23 PM
> To: [log in to unmask]
> Subject: Re: Grading team exercises
>
> Hi Kent
>
> Some instructor do not grade team exercises....some do
>
> If your activities uses a team worksheet....i.e a series of activities and
> choices....then you can have the team provide some short rationale for
> their decisions....might just mark that they did it....not specifically
> the quality of the thinking....hopefully any variables in quality are
> addressed in reporting discussion
>
> Some people do the reflective kind of "one minute paper" with a question
> like maybe "what is the most importnat thing you learned?".....again you
> might just checked that it is done....not specifically the quality
>
> I have one instructor who does this kind of thing....but only looks at
> them if a student with 79....comes at course end and wants 80
>
> In a lot of our courses....the activities are ungraded
>
> Hope that helps
>
> Jim Sibley
> Centre for Instructional Support
> Faculty of Applied Science
> University of British Columbia
> 604-822-9241
>
> -----Original Message-----
> From: Team Learning Discussion List on behalf of Kent Fisher
> Sent: Sat 20/09/2008 11:40 AM
> To: [log in to unmask]
> Subject: Grading team exercises
>
> >From reading books and articles, and some of the archives here, it's
> apparent that some instructors don't grade team application exercises. For
> those who do: how do you grade them? I'm thinking of both the "one-topic"
> exercises that ask teams to make a choice from a list of options, then
> defend their choice in the general class discussion. Is the choice graded?
> That seems to be against the spirit of TBL, somehow. Is the defense
> graded,
> instead? Something else? I'm mystified.
>
> The integrative exercises seem more grade-able to me, since there is more
> likely to be some team "product" to evaluate. Does anyone have any example
> they can share with me?
>
> Regards,
>
> Kent Fisher
> Columbus State Community College
>
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--
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| Bill Goffe [log in to unmask] |
| Department of Economics voice: (315) 312-3444 |
| SUNY Oswego fax: (315) 312-5444 |
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| uncomfortable for a lot of people." |
| -- E. Lawrence Barcella Jr., a Washington lawyer, on the Scotter Libby |
| trial. "Prosecution by Logic Defeats a Defense in Shades of Gray," |
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