One more note. I have occasional students who complain vs. the course evals that I didn't teach but, never have any open hostility after the first couple of weeks. In part, I attribute the fact that I've learned how to build the teams and positive team norms. Don't underestimate the power of using the IF-ATs. IF YOU ARE NOT USING THEM, YOU ARE TRYING TO IMPLEMENT TBL WITH ONE HAND TIED BEHIND YOUR BACK. They REALLY help build the teams. Based on the responses that have been posted this morning, it's mostly individuals who are a problem. Once you really get teams built, they will pretty much take care of the whining. Larry -- Larry K. Michaelsen Professor of Management University of Central Missouri Dockery 400G Warrensburg, MO 64093 [log in to unmask] <---PLEASE NOTE NEW E-MAIL ADDRESS !!! 660/543-4124 voice 660/543-8465 fax >>> Larry Michaelsen <[log in to unmask]> 06/18/08 11:09 AM >>> I agree with Jim 100% but, decided to write a post to underscore his point #4. I think the key is getting students to understand the fact that you are using TBL as: 1) a means of shifting from "covering" content to USING content and 2) being able to actually use the content is important for THEM (in fact, far more important than being able to memorize some terms long enough to pass the final exam). I think you do this by: 1) Telling them on the first day-- I really like Jim's suggestion of having former students talk to them-- and I think it would be especially helpful if they were actually out in the work world and could address how much better prepared they were because of the shift. 2) Continuing to remind them throughout the semester by: - repeating what you said the first day every time you sense some uneasiness - using language to support what you are doing (e.g. give Readiness Assurance Tests NOT quizzes) - MOST IMPORTANT OF ALL, make sure that you have good application activities after every RAT/RAP (i.e., activities that are characterized by 4 S's [SIGNIFICANT to students, SAME PROBLEM, SPECIFIC CHOICE, SIMULTANEOUS REPORT]. You are asking them to accept the responsibility for getting the basics through their own effort. As a result, they are likely to feel cheated unless you reward them with good applications as a payoff for their efforts-- i.e., they need to know that you are giving them something that is important and that they would never have gotten otherwise. - Don't forget to remind them of the fact that the team decision- making skills that they are developing will be give them a clear leg- up on being effective in the workplace. I hope this helps. Larry -- Larry K. Michaelsen Professor of Management University of Central Missouri Dockery 400G Warrensburg, MO 64093 [log in to unmask] <--- PLEASE NOTE NEW E- MAIL ADDRESS !!! 660/543- 4124 voice 660/543- 8465 fax >>> "Sibley, Jim" <[log in to unmask]> 06/18/08 10:21 AM >>> There's an old quote....keep the undecided away from the unhappy You will always get "poor" evaluations from some students....I find that hostile comments on evaluation usually reflect the fact I made someone uncomfortable (pushed them out of the passive mode, get them out of their comfort zone....and god forbid help them learn something) There are a subset of students that want to be passive.....and think education is about transfer facts from your head to theirs....and if you aren't lecturing....you aren't doing your job My Recommendation 1) Sincerely convey a well thought out plan and your rationales....and don't blink when you are putting this forward....I have seen classes turn when a few vocal whiners' have grabbed the stage 2) Use something like Brookfield's Critical Incident Questionnaire to get some midterm feedback....share the themes back to the class....if the dissenting opinions are clearly a minority it takes away some of their power 3) Bring some students from a previous year to speak to the TBL experience 4) Make it clear that the course objective really has shifted from content knowledge to knowing how to use course concepts....and that examinations will be more difficult if you have a disconnected set of facts and not a problem- solving framework developed and that TBL will help you with this problem- solving framework 5) When I get push back on instructor selected teams...I invite students to respond to Brickells- Comparison of five team formation methods....in writing....if they provide a reasonable rationale (I have never seen one)........ I tell them I will let them self- select.....I have never had a student take me up on my offer Hope that helps Jim _________________________________________________ Jim Sibley Director Centre for Instructional Support Faculty of Applied Science University of British Columbia 2208- 6250 Applied Science Lane Vancouver, BC Canada V6T 1Z4 Phone 604.822.9241 Fax 604.822.7006 Email: [log in to unmask] Web: www.learning.apsc.ubc.ca <http://www.learning.apsc.ubc.ca/> Blog: Adventures in Instructional Support: http://ipeer.apsc.ubc.ca/wordpress/ e- Portfolio: http://ipeer.apsc.ubc.ca/wiki/index.php/Jim_Sibley_Portfolio ________________________________________________ (c) Copyright 2008, 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 the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this message in error, please notify the sender immediately by e- mail, and delete the original message. ___________________________________________________ ________________________________ From: Team Learning Discussion List [mailto:TEAMLEARNING- [log in to unmask]] On Behalf Of Gary D Lynne Sent: Wednesday, June 18, 2008 8:05 AM To: TEAMLEARNING- [log in to unmask] Subject: Hostility over TBL Professsor Smith, David: You noted in your June 18 posting that: "...students often dislike the whole approach at first, and a minority are actively hostile throughout the class and this is reflected in course evaluations. Others in this group have made similar comments." I just tried TBL for the first time in a spring semester undergraduate class of 45- students. I, too, experienced the initial concerns by most, with many coming around to really praise the approach... but, with a vocal minority that became quite hostile as the semester moved forward (also expressed in class evaluations). I am especially interested in what you and others have found to be the most effective way to deal with this hostility! Perhaps it would be useful to understand its source, too: Why are they hostile? Next year I will ask! I really do believe that, overall, benefits of TBL > costs of TBL (economist speaking here!), but would like to work on ways to reduce/diffuse the hostility (reduce the costs side!). Sorry if I am raising an old issue here... perhaps there is an archive that someone can point me to, in case this has already been discussed? Thank you for any help you can give. Gary Gary D. Lynne, Professor Department of Agricultural Economics and School of Natural Resources 103B Filley University of Nebraska- Lincoln Lincoln, NE 68583- 0922 Website: http://agecon.unl.edu/lynne Phone: 1- 402- 472- 8281 "We are always only one failed generational transfer of knowledge away from darkest ignorance" (Herman Daly)