Hi You are probably referring to the ideas from the Gary Smith article in the National Teaching and Learning Fourm Newsletter….Larry brought it to our attention a few years ago Smith, G.A., (2008) First Day Questions for the Learner-Centered Classroom<http://www.ntlf.com/html/ti/v17n5comp.pdf>. National Teaching and Learning Forum. Vol. 17. No.5 Also I attached an excerpt from my book about this activity and an interesting way to extend it take care jim Jim Sibley Director Centre for Instructional Support http://cis.apsc.ubc.ca/ Faculty of Applied Science University of British Columbia 2205-6250 Applied Science Lane Vancouver, BC Canada V6T 1Z4 Phone 604.822.9241 Email: [log in to unmask]<applewebdata:[log in to unmask]> Check out my new book Getting Started with Team-Based Learning available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning> Check out TBL at www.learntbl.ca © Copyright 2014, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message. From: <Kontio>, Ken <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: "Kontio, Ken" <[log in to unmask]<mailto:[log in to unmask]>> Date: Friday, October 31, 2014 at 8:03 AM To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>> Subject: Re: question regarding post on intro slide to TBL Sorry to bother all due to my inability to save a prior interesting post. Cannot find answer on lit serve bank. Someone had suggested they start their TBL Orientation with a slide looking at what students think is the most important ...memorizing facts vs. learning problem solving etc... Can the author of that post contact me please, would love to talk again. Or alternatively if someone could send me the post that would be great. Many thanks, Sincerely, Dr. Ken Kontio B.Sc., M.D., M.Ed., FRCS(C) Department of Surgery - Rm 3342 Children's Hospital of Eastern Ontario 401 Smyth Road Ottawa, ON K1H 8L1 Office (613) 737-7600 x 2426 Fax (613) 738-4840 Confidentiality Statement - The contents of this e-mail, including its attachment, are intended for the exclusive use of the recipient and may contain confidential or privileged information. If you are not the intended recipient, you are strictly prohibited from reading, using, disclosing, copying, or distributing this e-mail or any of its contents. If you received this e-mail in error, please notify the sender by reply e-mail immediately and permanently delete this e-mail and its attachments, along with any copies thereof. Thank you. Avis de confidentialité – Ce courriel, y compris ses pièces jointes, s’adresse au destinataire uniquement et pourrait contenir des renseignements confidentiels. Si vous n’êtes pas le bon destinataire, il est strictement interdit de lire, d’utiliser, de divulguer, de copier ou de diffuser ce courriel ou son contenu, en partie ou en entier. Si vous avez reçu ce courriel par erreur, veuillez en informer immédiatement l’expéditeur. puis effacez le courriel ainsi que les pièces jointes et toute autre copie. Merci. -----Original Message----- From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Simon Tweddell Sent: Friday, September 19, 2014 3:41 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: application too slow Paula, I had similar issues initially with some teams finishing way ahead of the others. I moved away from the flag system in my course (module in the UK) towards a defined period of time that I expected the application exercise to take and stating this on the screen/handout. Like Larry, I also keep pushing them to keep them on task and reminding them every few minutes how long they have left. I¹ve also broken larger applications into smaller components in an evolving case/problem to keep them on track and maintain the energy in the room. To prevent social loafing, I echo Jim¹s comment that the application exercise should be sufficiently messy and ill-structured that the team have to spend time discussing it and working out how to solve it and also be sufficiently authentic that they want to solve it because they see it as important to their future learning/future careers. This helps their motivation. I recently spent some time interviewing TBL teams for my EdD research programme and they told me that they like time limits in applications as it keeps them on task. Otherwise (they told me) they spend the first 5 minutes or so talking about other things (Extract from the student focus group - "One of the things that¹s really help keep things moving is that some of the professors will put time limits on applications and that¹s been more helpful to get the class moving alongŠ.So I think that has been the best way to combat those kind of things give a quick time limit.²) Just to enter the debate on team size these students also told me that 5 or 6 is the optimal number with 7 being "way too many". These were students who had experienced 3 years of a predominantly TBL program switching teams each semester. More of these students stated that they preferred 5 in a team believing that 6 could slow them down. But if 1 person was missing e.g. due to illness and they found that they were down to 4, then they felt the team didn¹t function as well. Quotes from the focus group below: "I¹ve been on 3 six-person teams and 3 five-person teams and it¹s not such much the people on the teams, it¹s that I feel like the work was done quicker and more efficiently in the 5 person team.² "But then that 5 person team is just perfect because one day when there are only 4 of you then you don¹t function as well as you do with that fifth person. But I think 6 is one too many!" Best wishes Simon PS. There¹s a few links below that define and discuss ill-defined problems if you¹re interested http://www.cotf.edu/vdc/entries/ILLPS.html http://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill http://en.wikiversity.org/wiki/Introduction_to_Ill-Structured_Problems ------------------------------------------------------------------------ Simon Tweddell BPharm MRPharmS FHEA Senior Lecturer in Pharmacy Practice Curriculum Development Fellow Centre for Educational Development University of Bradford Bradford United Kingdom BD7 1DP Tel. +44 (0)1274 235241 Email. [log in to unmask]<mailto:[log in to unmask]> Twitter: @simontweddell Skype: simon.tweddell Accredited Consultant-Trainer in Team-based Learning On 19/09/2014 16:56, "Nichols, A Paula" <[log in to unmask]<mailto:[log in to unmask]>> wrote: Getting ready to start year 4 with TBL for first year medical students in a class of 150. I have been reviewing comments from previous years in order to improve the delivery. The biggest negative comment is that it takes too long and a lot of time is spent listening to answers from questions that students already know during the application. Most students state that they like to TBL format in general but think that a lot of time is spent in the application waiting around. I use the flag system and have also used clickers to speed up the process but still find myself spending time answering questions from students that may not have grasped some basic concepts. So the bottom third of the class benefit greatly but the top third get bored. The biggest comment is that students want the application in small groups so they can move through the material quickly rather than large group. Does anyone have suggestion about how to navigate these type of questions? Paula Monaghan-Nichols University of Pittsburgh