Maybe some quotes from some interview I did in January could help
The majority of students in my experience come into class, with a history of being burned by group work. Many students are resistant to TBL. I approach this challenge by first surfacing student concerns. We develop a two column chart of pros and cons. Students always come up with a great list - slackers on my team, I did all the work and nobody else worked, we couldn’t find time when everyone could meet outside of class, there were people that were too aggressive, and there were people that were too passive. Once their concerns and the benefits of team work are surfaced, I make sure to address the concerns and talk about how TBL is different; how TBL is designed to maximize the benefits and minimize the cons.
Holly Bender
Professor of Veterinary Clinical Pathology
Associate Director of the Center for Excellence in Learning and Teaching
Iowa State University
After the first couple of activities, at the end of the class, I try to save five minutes to help students realize how much they have learned and to sort of translate what they just did into what a lecture could have looked like. So that they can see that all of the information that could have been in that lecture is what came up in their conversations.
Laura Madson
Associate Professor – Psychology
New Mexico State
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Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
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Phone 604.822.9241
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Check out http://<http://cis.apsc.ubc.ca/>www.teambasedlearning.org
© Copyright 2012, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the meesage.
From: Lane Brunner <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Lane Brunner <[log in to unmask]<mailto:[log in to unmask]>>
Date: Mon, 23 Jul 2012 10:56:26 -0700
To: <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Student strategies to transition from Lecture to TBL
Hi all-
In a recent open house, one of our applicants asked about effective strategies for students who are “addicted” to lecture to make the transition to TBL. Do any of you have some good strategies that students have shared with you about jumping from lecture to TBL. Since our entire curriculum is TBL, stress of the change is a bit more acute. Thanks!
Lane
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Lane J. Brunner, Ph.D., R.Ph.
Professor and Chair
Pharmaceutical and Biomedical Sciences
California Northstate College of Pharmacy
10811 International Drive
Rancho Cordova, CA 95670
Tel: (916) 503-1860
Email: [log in to unmask]<mailto:[log in to unmask]>
Office: Room 232
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