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
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
Office: Room 232
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