As a learning activity you could have them do a gallery walk. Give teams an assignment to map out the key components of TBL and the rationale for each piece (e.g., team formation, iRAT/tRAT, 4-S design). Have the class or group vote on the best representation of the TBL process. *Chris Sloan, RN, MSN, CNS, CPN* *Assistant Professor* *Point Loma Nazarene University* *Cell Phone: (619)518-2255* *[log in to unmask] <[log in to unmask]>* On Thu, Aug 7, 2014 at 11:32 AM, Carson, Ron <[log in to unmask]> wrote: > I appreciate everyone feedback and help, but I’m still left wandering > this question: “At the end of 3 hours, “what could students be doing in > that wonderful moment to make it obvious they really internalized what [I > am] trying to teach them and are putting it to use in the real world”? > > (source: TBL for Health Professions Education, p. 17) > > > > When students (who are also faculty) leave my workshop what is evidence > that the “they got it”? (p. 18) > > > > The backward design is one of my bigger struggles with TBL… > > > > Thanks, > > > Ron > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Carson, Ron > *Sent:* Wednesday, August 06, 2014 5:37 PM > *To:* [log in to unmask] > *Subject:* Help with teaching TBL Using TBL > > > > I'm very fortunate to teach to 3 hour class to other faculty about TBL. > Of course, I want to teach TBL by using TBL, but I'm having difficulty > developing a backward design. I usually struggle with this important > development point, but I'm really struggling now. > > > > What are appropriate applications that these "students" should be able to > do? I know this is my course and thus my outcomes to consider, but my > creative engine is stuck at the station. > > > > Honestly, it would be much easier just to lecture about TBL!! <lol> > > > > Thanks, > > > > Ron Carson > > Asst. Professor > > Adventist University of Health Sciences > > > > --- > This email may have originated from my phone. >