my two cents

still lecturing is still important

but it important WHY you do it....is it is response to student needs or questions?

and it is important HOW much you do.....small mini-lectures interspersed in activities is likely something to aim for

there are no definitive rules here

I have faculty who almost never lecture in their TBL courses and faculty who will on occasion give a 50 minute lecture (usually on a topic they couldn't figure out how to TBL)

JIm

On Tue, Apr 24, 2012 at 10:45 AM, Carson, Ron <[log in to unmask]> wrote:

As I'm plugging forward, trying to wrap my head around TBL, I have a simple question. Does TBL include traditional didactic lecture or is all learning done in teams? For example, currently my gerontology course has the following 6 modules. In totality, these modules should adequately prepare students to successfully participate in a 1 week clinical education geriatric setting. So, in TBL does all the education come from team interactions?

Understand Successful Aging
Understand Normal Aging
Understand Impairment to Normal Aging
Understand special topics
Understand Assessments
Understand Treatment Settings

Thanks,

Ron Carson MHS, OT
Florida Hospital College of Health Sciences
Orlando, Fl

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Jim Sibley
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