I have had very similar experiences with implementing TBL at our medical school. The students can't see all the benefits until they are in their clinical years. Until then, they will be noisy & engaged but then complain that it takes too much prep time or that the material would be taught faster in a lecture. I promise, though, that some of the nay-sayers come back to tell me that now they understand why I used TBL. Amanda Emke Washington University School of Medicine St. Louis Children’s Hospital Sent from my Samsung Galaxy S®4 -------- Original message -------- From: "Ostebo,Marit" <[log in to unmask]> Date: 09/18/2014 9:52 AM (GMT-06:00) To: [log in to unmask] Subject: Re: Applications Hi Neil, You have some very good points, - I have also been thinking that I should be careful to draw conclusions. I have also thought of doing some kind of midterm evaluation in order to get a sense of what the students are thinking, and use that evaluation to make improvements. I have talked to other professors who say that they tend to get better evaluations when they engage the students in a midterm review of the course. Maybe there are other out there who have some advice on this? Marit From: Neil Haave [mailto:[log in to unmask]] Sent: Thursday, September 18, 2014 10:38 AM To: Ostebo,Marit Cc: [log in to unmask] Subject: Re: Applications Hi Marit, I will be curious if your experience will be the same as mine.... I too have had the experience of implementing TBL and being so pleased with the results as I witnessed them in the classroom: engaged discussion occurring whereas before TBL there was passive silence. However, when the end of term course evaluations were returned to me, I was surprised at the number of students who had a very negative reaction to the teaching & learning strategy that is TBL. They were a minority, but a significant minority. It felt to me like a bit of cognitive dissonance was going on for students - they didn't recognize the learning experience for what it was. On my campus it really feels like implementing TBL is counter-cultural in the sense that students have experienced and expect didactic lecture and to not do the same is to abdicate my instructor responsibilities. I have a lot of work to do in not only teaching my students the course content, but also how to learn deeply so that their education lasts longer than their degree program... Cheers Neil Neil Haave, PhD Associate Professor, Biology Managing Editor, Collected Essays on Learning and Teaching<http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/index> University of Alberta, Augustana Faculty Rm C155, Science Wing, Classroom Building, Augustana Campus 4901 - 46 Avenue, Camrose, AB, CANADA T4V 2R3 email<mailto:[log in to unmask]> Augustana dossier<http://www.augustana.ualberta.ca/profs/nhaave/> Google+<https://www.google.com/+NeilHaave> blog<http://activelylearning2teach.blogspot.ca/> "We do not learn from experience . . . we learn from reflecting on experience" - John Dewey On Thu, Sep 18, 2014 at 7:40 AM, Ostebo,Marit <[log in to unmask]<mailto:[log in to unmask]>> wrote: I am implementing TBL for the first time this semester. It seems to work very well (judging from the high level of participation in the class and the good feeling I have when leaving the classroom). I teach a Human Rights and Culture class, and I just wonder if there are people out there who have been teaching similar classes and who would like to share their applications with me. Topics that I cover are e.g. Violence, conflict resolution and legal pluralism, Women’s Rights and Gender Equality, Human Rights activism, Anthropology and Human rights, Human rights and International Development +++ A few weeks back I had a focus on dignity, and the applications I had designed worked EXTREMELY well. If anyone is interested, - I am happy to share. It should be of relevance not only for those teaching human rights, but also for instructors in nursing, medicine, ethics, etc. Please shoot me an e-mail off list if you are interested: [log in to unmask]<mailto:[log in to unmask]> Marit Ostebo Marit Tolo Ostebo (PhD) Lecturer Department of Anthropology Address: 427 Grinter Hall – PO BOX 115560 Gainesville, FL 32611-5560 Tel: +1(352) 273-4754<tel:%2B1%28352%29%20273-4754> / +1 (352) 328-7591<tel:%2B1%20%28352%29%20328-7591> E-mail: [log in to unmask]<mailto:[log in to unmask]> [UFsignatureThemeline] The materials in this email are private and may contain Protected Health Information. If you are not the intended recipient, be advised that any unauthorized use, disclosure, copying, distribution or the taking of any action in reliance on the contents of this information is strictly prohibited. If you have received this email in error, please immediately notify the sender via telephone or return email.