By showing your map to the students, what exactly are you trying to achieve? Is there any other way to achieve that goal?
It seems to me that the project you describe below achieves your objectives. If so, then showing the students your map doesn't really add anything of value to the project.
-----Original Message-----
From: Kubitz, Karla [mailto:[log in to unmask]]
Sent: Mon 2004-02-23 12:55
To: [log in to unmask]
Cc:
Subject: TBL Question
Hello all,
I've a TBL question that I'd like some advice on. I have an integrative team assignment that my students just finished. They were to make a concept map related to a case study that they'd read. The were required to do the assignment as individuals prior to class. The specific instructions are included below for any who would like to read them. Basically, they had to try to 'think like a psychologist', to read the case study, to identify the main problem in the case, to identify the causes of the main problem, and to identify solutions/ interventions for the main problem. As I look at what they did, it's pretty good, but there are many more theories that I could have applied to the case than they did. My question is.... should I show them 'my map'? I don't want them to think that mine is the 'right' way to do the map. I do want to stimulate their thinking about how to use the concepts that we've been studying. Thoughts from any who have been using TBL longer than I have? Thanks. Karla
Integrative Team Assignment #1/ Participant-Related Tools/ Concept Map and Narrative
The purpose of the assignment is to provide you with the opportunity to integrate and apply what you have learned thus far about the sport psychology toolbox (i.e., the participant-related tools). There will be three parts to this assignment. The first is the creation of the team 'case study' concept maps. The second is the presentation and evaluation of the team concept maps... the 'kudos and kvetches' for the other maps AND the 'self-evaluation/ defense' of the team map. The third is the self-evaluation of individual learning... the individual 'one-minute paper'. Before you begin, review the handout on concept mapping and the 'Too Good to Be True' case study (pp. 131-136 in the case study book).
Grading Rubric
Content 02...04...06...08...10...12...14...16...18...20
Organization 01...02...03...04...05...06...07...08...09...10
Readability 01...02...03...04...05...06...07...08...09...10
Correctness 01...02...03...04...05...06...07...08...09...10
CREATION OF THE CONCEPT MAPS (45 min... posting at 1:15 for the 12:30 class; 2:45 for the 2:00 class)
Discuss the 'Too Good to Be True' case study; bringing in input from team members with regard to the case and with regard to participant-related tools that might be applied to the case. Use your discussion to determine the main problem in the case study (i.e., from the perspective of participant-related issues), to identify it's most likely cause(s), and to propose scientifically defensible, potential solution(s). Create your concept map (using the large sheet of paper and the markers provided), organizing your maps so that the main problem is in the middle, the causes are on the left, and the solutions/ theories are on the right. You may work initially with small pieces of paper and the surface of the table so that you can refine your ideas before you write on the large sheet of paper. Write as neatly as possible and large enough so that someone standing in front of your concept map (displayed on the wall) can read it without difficulty. Rulers and other drawing aids are available. Write a one-page narrative (on a regular size sheet of paper) explaining your concept map. Write your narrative summaries as neatly as possible and also large enough so that someone standing in front of your concept map can read them without difficulty. When time is called, tape your concept maps to one of the walls (spread them out around the room) and tape your narratives beside your maps. Be sure your team name is on your map and on your narrative.
PRESENTATION/ EVALUATION (25 min total; 15 min kudos & kvetches/ 10 min team self-evaluation)
One, instructor selected, member of each team will present the concept maps. That is, they will stand next to the map to answer questions (using the narrative summary if necessary). The other team members will evaluate the other concept maps, identifying 'kudos' and 'kvetches' related to the other maps. Kudos (praiseworthy aspects) and kvetches (inaccuracies in content, inappropriate integration of course material, inappropriate application of course material, etc) should be written neatly (in complete sentences) on a Post-it and posted on the concept maps in question. Both kudos and kvetches should be based on substantive, scientifically defensible (rather than opinion-based) issues and should be related to one of the areas of the grading rubric. Kudos and kvetches may earn bonus points for the team posting them (up to 5 possible points). The instructor will assess the validity of the kudos and kvetches before bonus points are given. Upon the completion of the evaluation period, teams will evaluate their own concept maps using the Grading Rubric and will also evaluate (and defend against) posted kvetches.
EVALUATION OF INDIVIDUAL LEARNING (5 min)
Write for at least 1-minute paper on the following question. What did I learn from this assignment?
Karla A. Kubitz, Ph.D., FACSM
Associate Professor
Department of Kinesiology
8000 York Avenue
Towson University
Towson, MD 21252
410-704-3168 (ph)
410-704-3912 (fax)
|
