I've gone through several iterations:
1. Tried less handouts per table than students and got lots of flak
2. Make handouts for each student with some (not all) case material and some of the questions and allow them to keep after class. A lot of work and paper. Filled in gaps with info released by ppt in class. Left out key questions that would "give away" where case was going.
3. Now release cases (again, edited down) and framing questions for students to review before class. This is to focus individual study and allow them to read around material focused on case. When in class, give team 10 minutes to discuss their individual responses to questions and then give them a culiminating question (that they have not seen before) that builds on pre questions and requires a common decision. Here is an example of 3 cases recently used. https://meds.queensu.ca/courses/community/upperlimbpain
Now I don't print anything but suggest they may want to bring along laptop or print cases in advance.
L
Lindsay Davidson M.D., M.Sc., M.Ed., FRCSC
Associate Professor, Pediatric Orthopaedics
Phase III Director and Phase IIA MSK Unit Chair
Queen's University, Kingston, Ont
(613)544-9626 *** NEW Fax (866)-545-1519****
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http://www.adventuresinteaching.ca
http://www.learningwithcases.com
-----Original Message-----
From: Team-Based Learning on behalf of Demetry, Chrysanthe
Sent: Fri 1/15/2010 2:30 PM
To: [log in to unmask]
Subject: number of handouts for teamwork
I am new to team-based learning and new to this list-serve, so I apologize if this question has been asked and responded to; I couldn't find it in the archives.
I am teaching 128 students in Introduction to Materials Science, and as of today they are formed into teams of 4. The classroom has fixed auditorium style seating, and their assigned seats span two rows.
I am using a TBL variation similar to Frank Dinan's description of his chemistry course in Team-Based Learning: A Transformative Use of Small Groups in College Teaching, where each team gets a "problem set" to work on during class (only 50 min) after completing their T-RAT. There is a lot of information on the problem set document and my question is whether to distribute 1 copy or 4 copies (or 2, I suppose). Today I distributed just one, thinking of the classic advice that cooperative teams need to share resources. I observed that 1 person often became the center of attention and not all may have had access to key information. They might not even be able to wrap their minds around the problem without having it in front of them to read carefully. But then I fear if I distribute 4 copies they simply won't work together. However, if I ask them to submit just one copy as the team product for grading, maybe they will be "forced" to ultimately work together? I guess I'm leaning toward distributing 4 copies next time, but if someone definitely recommends against that I would love to know!
Any "lessons learned" would be appreciated. (Or please point me toward an archive time period or person's name if this has been discussed recently.)
Thanks,
Chrys Demetry
Chrysanthe Demetry, Ph.D.
Associate Professor of Mechanical Engineering
Director, Center for Educational Development & Assessment
WPI, 100 Institute Rd., Worcester, MA 01609 USA
Voice: 508.831.5195 or 508.831.5707
Email: [log in to unmask] <mailto:[log in to unmask]>
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