What a great idea Stacey! I can modify what you did for my cell biology and biochemistry classes. One more way to enable students to articulate what they have learned and gain buy-in to becoming self-regulated learners. Thanks for this. 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 <[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 9:07 AM, Nofziger,Stacey <[log in to unmask]> wrote: > HI all, > > One thing I did just BEFORE official evaluations was to have them to an > application called “What have I learned” They first looked at a list of > terms / ideas that I thought were important and circled ones that they did > not really feel like they understood. Then in teams the compared the lists > and explained ideas to each other that they personally understood. > Finally, they starred any ideas they still did not understand as a group > and we discussed those as a full class. Out of a list of 60+ ideas, only > about 2 were left as not being understood by the end of the day. This I > felt was a great way to remind them that even though they did not have a > notebook full of notes, they still learned a lot! > > > > I have attached what I did – I am in sociology and it was a Juvenile > Delinquency class. > > > > Stacey > > > > > > Dr. Stacey Nofziger > > Graduate Director and Associate Professor > > > > Department of Sociology > > Olin Hall 247 > > University of Akron > > Akron, OH 44325-1905 > > > > [log in to unmask] > > 330-972-5364 > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Ostebo,Marit > *Sent:* Thursday, September 18, 2014 10:50 AM > *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] <[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 <[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]> > 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] > > > > 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 / +1 (352) 328-7591 > > E-mail: [log in to unmask] > > > > [image: UFsignatureThemeline] > > > > >