Dear Eddy,
My teaching context is similar; undergrad (entrepreneurship) electives
that include up to 65% international/foreign students with limited English
competence.
My TBL questions are at the bottom end of Bloom’s taxonomy;
ie they focus largely on content. I allocate the international students across teams.
I give students an explanatory session on TBL in the first class
and a “test drive” (ie not counted for assessment) so that they are
familiar with all the materials. They then have 5 TBL rounds for assessment in
subsequent sessions.
I give students detailed information on our website:
http://www.unisa.edu.au/cde/programs/undergraduate/SpecialUG/TBL/TBL1.asp
Feedback from students is very positive, particularly from our
international students who really value the team interaction. Interestingly,
they are positive about being forced to learn the materials beforehand. They
find the discussion sessions (instead of lectures) to be useful and interesting
(as I require them to contribute). As far as I am concerned, TBL is a really great
way to run a class with students from diverse backgrounds.
All the best, Peter Balan
University of South Australia, Adelaide, Australia
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Eddy Chi
Sent: Wednesday, 3 November 2010 6:29 AM
To: [log in to unmask]
Subject: TBL in introductory undergrad courses
Hello All,
Are there any modifications to TBL for introductory (i.e.
freshman/sophomore) undergraduate courses that you recommend?
In searching the archives, I found a few:
I am asking because I am trying out TBL for the first time
in my intro. "Economics 101" classes. The students just took a
midterm with questions I used before, without TBL. On most of my midterm
questions, students did slightly worse that students in pervious terms.
Considering how much time I put into adopting TBL this is disheartening.
It's my belief that TBL could do more to motivate
out-of-class studying and preparation, a need I feel that is correlated to how
well a student is prepared for college-level work, a problem for beginning
students more than for upperclassmen/graduate students. As far as
evidence goes, my iRAT scores averages are around 50% (tRAT scores using IF-ATs
are around 83%).
I am planning to try TBL again in the Spring. Greatful
for any input. Below I am including more information about my situation.
Best,
Eddy Chi
Further background:
--
Eddy Chi, MA
Assistant Professor, Economics
Humanities and Social Sciences Department
Moreno Valley College, Riverside Community College District
16130 Lasselle Street
Moreno Valley, CA 92551, USA
Phone: 951-571-6100
Fax: 951-571-6185