Thoma Paper http://www.jstor.org/stable/10.2307/1183161 Kloss Paper http://web.mit.edu/jrankin/www/teamwork/Kloss.pdf On Wed, Nov 21, 2012 at 10:36 AM, Sibley, James Edward <[log in to unmask]>wrote: > Hi Bill > > I have been always been intrigued by the parallels between the progression > in William Perry's framework of cognitive development (black/white world, > ambiguity, opinion, evidence and finally commitment to reasonable position > based on reasonable evidence)Š.there seems to be a similar progressing in > intra-team discussionsŠ.a paper by Thoma (attached) gives instructors some > ideas of how to aid students in the transition between the various > levelsŠ.I wonder what tools Perry used to code the interviews and assign > cognitive levels to students? > > Some of the other cognitive development frameworks might have some coding > toolsŠŠŠ..Blenkey's womens way of knowing, Kuhn's argumentation, > Baxter-Magolda, King-Kitchner > > > Jim > > > > -- > Jim Sibley > Director > Centre for Instructional Support > Faculty of Applied Science > University of British Columbia > 2205-6250 Applied Science Lane > Vancouver, BC Canada > V6T 1Z4 > > Phone 604.822.9241 > Fax 604.822.7006 > > Email: [log in to unmask] > <applewebdata:[log in to unmask]> > > 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. > > > > > On 12-11-21 10:11 AM, "Bill Goffe" <[log in to unmask]> wrote: > > >I've been reading a bit about learning of late and it got me thinking > >about the underpinnings of why TBL seems to work so well. > > > >In "Applying New Research to Improve Science Education," > > > http://www.aapt.org/Conferences/newfaculty/upload/Wieman-feature-Issues-in > >-S-T-9-12.pdf > >Carl Wieman looks at the cognitive science literature and finds that > >"deliberate practice" is a key to acquiring expert-like abilities. In > >"Improved Learning in a Large-Enrollment Physics Class," Science, May 13, > >2011, vol. 332 no. 6031 pp. 862-864, > > > http://www.iclicker.com/uploadedFiles/Content/User_Community/Custom_Market > >ing/Weiman_2011.pdf > >Wieman and his co-authors compare a lecture-taught class with one that > >employs a lot of deliberate practice and they find that the latter leads > >to much more learning. Wieman is a huge name in science education: Nobel > >Laureate, U.S. Professor of the Year (given for teaching), and former > >deputy Science Adviser to the President for science education. As an > >aside, it would be great if TBL was used in papers like the last one. > > > >The work on deliberate practice mainly comes from the work of K. Anders > >Ericsson and his colleagues in papers like "The Role of Deliberate > >Practice in the Acquisition of Expert Performance" (Google Scholar reports > >more than 3,000 cites to this paper alone). This research became > >popularized by the "10,000 Hour Rule" in Malcolm Gladwell's book > >"Outliers." > > > >Wieman describes deliberate practice as > > > > This involves the learner solving a set of tasks or problems that are > > challenging but doable and that involve explicitly practicing the > > appropriate expert thinking and performance. The tasks must be > > sufficiently difficult to require intense effort by the learner if > > progress is to be made, and hence must be adjusted to the current > > state of expertise of the learner. Deliberate practice also includes > > internal reflection by the learner and feedback from the > > teacher/coach, during which the achievement of the learner is compared > > with a standard, and there is an analysis of how to make further > > progress. > > > >Of course, this sounds pretty similar to a good application exercise, with > >the possible exception of internal reflection -- but it wouldn't be that > >hard to add that I would think. > > > >Wieman goes on to describe how students must be encouraged to devote time > >to deliberate practice and I'd guess that the social aspects of TBL are an > >aid here -- one comes to class prepared so as not to let others down and > >to not look like a free-rider. Students also contribute to the team in > >application exercises as a social endeavor. > > > >Another bit of cognitive science that might apply to TBL is a concept > >called a "time for telling." Two references are "A Time for Telling," > >Schwartz and Bransford, Cognition and Instruction, Vol. 16, No. 4, 1998, > >and 'Preparing Students to Learn from Lecture: Creating a ³Time for > >Telling² (Learning About Teaching Physics podcast)' > >http://www.ptec.org/items/detail.cfm?ID=12192 . Broadly speaking, it is > >about setting up a situation where students are receptive to lecture. > >While these cites look at situations a bit different from TBL, in my > >classrooms I find that students seem quite receptive to hearing about the > >reasoning behind the correct answer in a RAT or application exercise after > >they've done it. > > > >Maybe these ideas will be useful for thinking about why TBL works so well. > >Also, as above, it would be nice to have more studies about the > >effectiveness of TBL. > > > > - Bill > > > >-- > >Bill Goffe > >Senior Lecturer > >Department of Economics > >Penn State University > >304 Kern Building > >University Park, PA 16802 > >814-867-3299 > >[log in to unmask] > >http://cook.rfe.org > -- Jim Sibley [log in to unmask] NEW Home Phone 604-564-1043 Work 604-822-9241