Dee, I'd talk to the team at Duke-NUS medical school. They have teams identify concepts they struggled with on the tRAT by writing it on the board and assign the concept to a team that mastered it to explain it to the rest of the class. The entire discussion is lead by a student facilitator (this role is rotated amongst all the students), rather than a faculty member. The faculty member would then fill in any gaps not addressed by the teams. My understanding is this is designed to maximize student involvement. I found it to be quite clever. Cheers, Tom Tom DeWitt, Ph.D. Director Office of Applied Learning Experiences (ALEX) University of Hawaii at Hilo www.hilo.hawaii.edu/ALEX phone: 808.987.6551 email: [log in to unmask] On Mon, Jul 15, 2013 at 9:39 AM, Chris Burns <[log in to unmask]>wrote: > It's helpful to encourage faculty to circulate among the student groups to > learn what they are discussing in their teams. This will reassure the > faculty that the content is being covered, reducing their need to go into > lecture mode. It will also help identify some of the issues individual > teams were discussing that might be worth exploring between teams. > > If there are any experienced TBLers available, having them take the lead > running the session will help the new adopters get up to speed in a lower > stakes setting as a co-facilitator. > > Chris Burns > University of Illinois > College of Medicine > > > > Date: Mon, 15 Jul 2013 09:41:07 -0700 > > From: [log in to unmask] > > Subject: Leading TBL Discussions > > To: [log in to unmask] > > > > > On Thurs of this week, I will be leading a workshop for > > medical faculty on TBL. They have asked especially for guidance on how > to lead the discussions after a RAT or an application exercise. > > -What problems have you seen with this aspect of TBL? > > -What suggestions do you have for someone wanting guidance on this? > > Dee Fink > > > > > > Sent from my iPhone >