Jasminka, I like Michael's suggestions but, would like to add one of my own. From my perspective, the lowest risk step is to use 4-S application questions and the more the better. You can do it in any course, at any time and doing so will. 1) give you feedback on your students' thinking. 2) get them engaged with and actually thinking about the concept. 3) enrich their understanding of course concepts. 4) provide first-hand evidence about the value of well-designed group work. Note: That's the reason for the success of the "concept questions" that were discussed on the list last week. Plain and simple Mazure and his associates get a very positive response from 4-S questions in large lecture-based classes even though that's the only aspect of TBL that they use. Larry ----- Larry K. Michaelsen Professor of Management University of Central Missouri Dockery 400G Warrensburg, MO 64093 [log in to unmask] 660/429-9873 voice <---NEW ATT cell phone 660/543-8465 fax >>> "Ninkovic, Jasminka" <[log in to unmask]> 08/03/10 11:35 AM >>> Hi Y'all! I am new to the concept and practice of TBL and would like to try it but in small increments. Anyone with experience/suggestions which elements of TBL to introduce first, second and... Thanks for any help. Jasminka Ninkovic Assistant Professor of Economics Oxford College of Emory University Oxford, GA 30047 ________________________________ This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments).