Well, maybe. This puts a great deal of faith in the textbooks. The things one asks them to read are not always on target, sometimes in error, and need interpretation, elaboration. Or, are we each to write our own books?
I believe TBL has a great deal to offer... I am just searching for a bit of balance... an integration, looking for the synergy between the "I" (sage on stage/lecturing) and "We" (students interacting with each others and with lecturer)...
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://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1-402-472-8281 Cell: 1-402-430-3100
"We are always only one failed generational transfer of knowledge away from darkest ignorance" (Herman Daly)
"We do not just have our own interests. We share interests with others. Empathy is neither altruistic nor self-interested. It rather exemplifies the implicit solidarity of human nature" (Robert Solomon)
Team-Based Learning <[log in to unmask]> wrote on 04/24/2009 09:28:07 AM:
> "Sibley, Jim" <[log in to unmask]>
> Sent by: Team-Based Learning <[log in to unmask]>
>
> 04/24/2009 09:29 AM
>
> Please respond to
> "Sibley, Jim" <[log in to unmask]>
>
> To
>
> [log in to unmask]
>
> cc
>
> Subject
>
> Re: TBL for all levels?
>
> Hi Gary
>
> We use TBL in many lower division courses
>
> It can be difficult when there are external content covering
> expectations for your course
>
> We use TBL in a 2nd year mechanical design course and last year when
> we resorted to lecturing at a difficult topic (we thought) the
> students stopped us and asked what we thought we were doing! They wanted TBL
>
> There is a good paper by Haidet et al (available at TBL site) around
> active vs passive learning and they found that they could cover as
> much detailed technical mathematical content as a passive delivery.
>
> There is also a great paper by Weeks (1987) talking about the fact
> that most engineering undergraduates (or at least the ones studied)
> see the instructor do 1000 problems at the board....and do another
> 3000 in their homework....BUT have no discernable improvement in
> their problem solving skills over their program......hmmm
>
> Read Bligh about the ineffectiveness of lectures
>
> I think the reality is that we as academics are in love with content
> and have a lot of trouble giving it up
>
> The literature really points to our failure to effectively "cover
> the content" (Ramsden has some damming quotes about this)
>
> THE REAL QUESTION is what do you want your students to be able to
> do.......reproduce lots of detail on demand.....or be able to think
> and solve problems
>
> This is very controversial....I am in the middle of a curriculum
> review for one of my engineering departments and the "reducing"
> content issue is always at the surface
>
> I have instructors who just can't give up the content....they are
> now using pre-class podcasts to "cover the content" so they can use
> class time differently.
>
> I am a bit biased.....I think TBL is the answer to many of the
> curriculum issues we struggle with....I seen too many good outcomes
> in TBL courses of all levels....
>
> Jim
>
> From: Team-Based Learning [mailto:[log in to unmask]] OnBehalf Of
> Gary D Lynne
> Sent: Friday, April 24, 2009 6:05 AM
> To: [log in to unmask]
> Subject: TBL for all levels?
> The "Webinar" yesterday stirred a thought/question, which I did not
> get around to posting: Does TBL have to be modified a bit for
> different levels of teaching, e.g. 200 level for mainly sophomores (
> a course I have been working at converting into a TBL format) v. a
> graduate course? My concern is with how much material needs to be
> delivered in the traditional "sage on stage" (lecturing) format. I
> can see where an upper division (especially a capstone) course and/
> or graduate course could rely almost exclusively on self-teaching,
> with lecture supplements, and problem sets/case studies that really
> bring application to the table.
>
> I am more sceptical about the latter for 100-200 level courses, at
> least based on my limited experience ... trying to bring TBL into my
> 200 level course only for the second time this semester. I find
> myself needing to do a bit more traditional lecturing than TBL seems
> to call for.... especially with respect to core ideas these students
> have never seen before (in contrast to upper division, graduate
> students who have seen the core ideas/theories/constructs many timesbefore).
>
> Any insights on this matter will be appreciated!
>
> 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://www.agecon.unl.edu/facultystaff/directory/lynne.html
> Phone: 1-402-472-8281 Cell: 1-402-430-3100
>
> "We are always only one failed generational transfer of knowledge
> away from darkest ignorance" (Herman Daly)
> "We do not just have our own interests. We share interests with
> others. Empathy is neither altruistic nor self-interested. It rather
> exemplifies the implicit solidarity of human nature" (Robert Solomon)