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]">[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]">[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]">[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]">[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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