Hi Folks,
I am new to TBL, but am really enjoying it so far,
teaching Adolescent Development in a 5-week course. I am in a quandary as to
how to effectively write the choices for the scenarios that I want the teams to
discuss. I feel like I can't come up with a "meaty" enough set
of choices - they all seem obvious to me. Has anyone experienced this same
frustration? How do you get over it?
For example, I have a scenario where the teams will be
high school teachers who just found out about a controversial student involved
in a fatal car accident while driving drunk after being at a party...the kid
survived, but one of the most gifted and popular students in the school was
killed.
I want the teams to decide how they would present this to
and discuss it with the students at school (CHOICES: explain facts, don't
reason it out; explain facts, blame it on peer pressure; explain facts in terms
of the family system of the student). Then I want them to come up with a way to
guide the kids through their grief, and I offer 3 suggestions, and then help the
students who want revenge - and I give 3 ideas for them to choose from In all
three cases, I want them to prioritize the choices in order of what they think
would be most effective when working with adolescents... Does this sound like I’m
on the right track? Any thoughts?
Judi Bradetich, M.S., M.M.
Lecturer, Development and Family Studies Dept. of
Educational Psychology University of North Texas
From: Team-Based Learning
[mailto:[log in to unmask]] On Behalf Of Marie Thomas
Sent: Monday, July 26, 2010 9:34 AM
To: [log in to unmask]
Subject: TBL and statistics courses
Has anyone on the list used TBL in a
statistics course? If so, I'd like to chat with you!
Thanks,
Marie Thomas
Marie D. Thomas, Ph.D.
Professor of Psychology
Learning Outcomes Assessment
Fellow
California Faculty Association
Chapter Vice President
California State University San
Marcos
San Marcos, CA 92096
760-750-4157 (office)
760-750-3418 (fax)