Yes, Hayley – we take the same approach and I would totally agree.  I run 5 TBL groups simultaneously for one course (module).  We initially considered clickers but in the end went with low tech and it works well.  We have attendance sheets in the folders and we check these at the end of each session (total of over 350 students and it doesn’t take long) when entering team marks on to a spreadsheet.

 

Best wishes

 

Jenny

 

Dr Jenny Morris (SFHEA)

Associate Professor (Senior Lecturer) in Health Studies

Faculty of Health and Human Sciences

Plymouth University

Knowledge Spa

Treliske

Truro TR1 3HD

 

Tel: 01872 256461

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Hayley McGrice
Sent: 14 March 2014 00:53
To: [log in to unmask]
Subject: Re: Largest TBL Classes?

 

Hi Everyone

 

We are using TBL to teach first year undergraduate Animal Behaviour and Welfare classes of 150 students and second year Biochemistry and Genetics classes of 120+ students.  For multiple choice application exercises we use A4 coloured laminated flash cards for team reporting.  The beauty of these is the batteries never go flat, there are no connection issues and it is VERY easy to quickly scan the lecture theatre and identify which teams choose A, B, C, D or E.  The teams are asked to keep the cards up so all the students can see the range of responses during the class discussion and we can easily identify who we will select as the next team to defend their choice.  For exercises that require a written response, I put the team numbers into a hat (18-22 teams) and a ask a student to select a three numbers and those teams then have to bring their reporting sheet the front and present it to the class via the document camera. 

 

For attendance we rely on the individual teams to keep their own attendance records on a sheet within their team folder.

 

In my limited experience with TBL, I have found the lower tech, the better.

Kind regards

--

Hayley McGrice, PhD

Lecturer

School of Animal and Veterinary Sciences

 

Roseworthy Campus

The University of Adelaide

e-mail: [log in to unmask]

 

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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Dee Fink
Sent: Friday, 14 March 2014 7:50 AM
To: [log in to unmask]
Subject: Re: Largest TBL Classes?

 

To Bill & Others,

A very good resource of ideas on how to handle very large classes [>100] with TBL, is Larry Michaelsen's chapter on "Team-Based Learning in Large Classes" in his original book (2004), Chapter 11.

     Here he identifies several of the challenges of very large classes - and provides his analysis and possible responses to each.

 

I am reasonably sure he would NOT recommend using the clickers for the report-out.  In this chapter, he gives examples where the professor handled the report-out task by distributing to each group, at the beginning of class, a few sheets of legal size paper (you could use something larger, if need be) and large felt-tip markers.  The teams wrote their response on the large paper and, at the signal, all held them up simultaneously. 
     The advantage of this over the clickers, is that all the students and the teacher can immediately see who answered which way - and then direct their questions to the right group(s) accordingly.  Leads to much better discussions.

Dee

 

On Thu, Mar 13, 2014 at 1:35 PM, Bradetich, Judith <[log in to unmask]> wrote:

I'm currently teaching a class of 100, using clickers and TBL. Clickers are great for asking general questions and looking at immediate responses to prompts, but I find using them very frustrating for having a discussion, as I can't tell which team voted which way.  Clickers are great for opinion surveys, lousy for in-depth discussion - unless someone knows a way to identify who voted which way...

Judi Bradetich, M.S., M.M.
Lecturer, Development and Family Studies
Dept. of Educational Psychology
University of North Texas
________________________________________
From: Team-Based Learning [[log in to unmask]] on behalf of Bill Goffe [[log in to unmask]]
Sent: Thursday, March 13, 2014 12:06 PM
To: [log in to unmask]
Subject: Largest TBL Classes?

I'm giving a presentation about TBL to our STEM group in a few weeks. I'll
likely use the presentation package that Jim Sibley put together (thanks!) but
there is an obvious question that will likely come up that I don't know
the answer to. What is the largest size class one can use TBL in, assuming
you have a sufficient number of people in the classroom to help run it?
Class sizes of ~350 are common here and one classroom seats up to 700.

On "a sufficient number of people in the classroom to help," our STEM
group has an active "Learning Assistant" program where undergrads assist
with Peer Instruction and similar tasks. In some 500 student classes there
are 30 learning assistants. The semester before they go into the classroom
they go through a 1.5 hour course. It is modeled after the LA program at
the University of Colorado at Boulder.

On large class TBL I'm thinking that teams could report out with clickers.
Perhaps the most important aspect is the ability for LAs and the
instructor to be able talk to teams during class. Thus, every third row
might be vacated to ease access. But, that's more a guess than something
based on experience. Also, I'm thinking that in such a large class it
might be difficult to get a sufficient number of students to explain their
team's thinking.

Thoughts? Experiences?

    - 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/




--

***********************
L. Dee Fink         
234 Foreman Ave.
Norman, OK  73069
Phone/FAX:  405-364-6464
Email:  [log in to unmask]
Websites:      
        www.designlearning.org   [multiple resources on course design]
        www.deefinkandassociates.com   [offer workshops & online courses]
        www.finkconsulting.info  [Fink's consulting activities & publications]

**Former President of the POD Network in Higher Education (2004-2005)
**Author of: Creating Significant Learning Experiences (2003, Jossey-Bass)
**Senior Associate, Dee Fink & Associates Consulting Services



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