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

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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

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