Has anyone tried TBL for food science? I teach a senior
level course ‘Food Processing’ and was thinking of using TBL; seems a bit too
late for this fall. I would be interested in application questions (problems to
solve), RAT questions (of course, content dependent) and like.
thanks
---
Buddhi Lamsal
515-294-8681
From: Team-Based Learning
[mailto:[log in to unmask]] On Behalf Of Lori Schirmer
Sent: Tuesday, July 13, 2010 1:56 PM
To: [log in to unmask]
Subject: Re: TBL Question: Mechanism for Recording Take-Away
Points/Notetaking?
Mike,
That sounds really cool!
Eileen,
We also received similar feedback from students after their
first TBL experience. We developed a lower-tech way to address their
concerns. It also has been a nice way to ease faculty who were mostly
lecturers into TBL. We display in class (and post only after class, not
before) the "summary slides". They are simply 1 or 2 ppt slides
with the take home message (but not the details of the "answer")
after each application exercise that visibly and explicitly link the exercise
to the behavioral objectives. I think it made a huge difference and
students have responded very positively. Students still take lots of
notes in class but it helps them organize their notes and takes the pressure
off if they happened to miss a part of the discussion.
Powerpoint slides are something of a security blanket to our
students because that's the majority of their class materials prior to the
course sequence where we use TBL.
Lori
On Tue, Jul 13, 2010 at 12:15, Michael J. Welker <[log in to unmask]>
wrote:
Eileen,
A solution we are pursuing to this "capture" gap is to setup a new
classroom utilizing Steelcase's LearnLab setup:
http://www.steelcase.com/en/resources/overview/documents/learnlab.pdf
The overall setup is basically an excellent classroom setup to actually support
TBL. I made the comment at the demo classroom we visited in Columbus that I had
been fighting our classrooms to do TBL for two years now and this was like a
dream come through. The key pieces are the "Copycam" (http://www.electronic-whiteboard.net/index/product/id/4344/)
and Steelcase's Huddleboard whiteboard system (
http://www.steelcase.com/en/products/category/worktools/boards-and-easels/huddleboard/documents/08-0001216_pdf.pdf
). With these, you can electronically capture and display team notes and
doodles to print or post online.
Hope to have it up and running for Fall :)
-Mike
Mike Welker
History Adjunct Faculty
& Interim Coordinator, Distance Learning
North Central State College
Mansfield, Ohio
(419) 755-4706 - ofc.
[log in to unmask]
Room 163 Kehoe (Shelby)
Campus Mail: AT-27
"Remember, I'm pulling for you... we're all in this together. Keep your
stick on the ice." -Red Green
On Tue, Jul 13, 2010 at 11:11 AM, Scallen, Eileen <[log in to unmask]>
wrote:
Hi all--
I
used TBL in my Civil Procedure course this past spring. As I expected,
some students love it and some hate it and some are indifferent. I am
trying to revise and adjust the exercises to reduce the number of students who
hate it.
I
do not let students keep the multiple choice questions or exams after the
IRAT/GRAT process (it is pretty hard to write new ones all the time). The
students complain that they don't have a way of recording the
"take-away" points or lessons they've learned from the process b/c
the process is so interactive and goes so quickly they don't have time to take
notes.
Has
anyone addressed this problem? If so, how?
Eileen A. Scallen
Professor of Law
William Mitchell College of Law
(651) 290-6323
______________________________________________________
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--
Lori L Schirmer, PharmD, BCPS, BCNSP
Assistant Professor, Clinical Sciences
Drake University CPHS
Clinical Pharmacist, Surgery and Trauma
Iowa Methodist Medical Center