Your Question: Does TBL assume that students already possess the ability to actively listen, to give appropriate feedback, effectively ask for help, etc? Or is there something built in to teach them this that I’ve missed? Or should TBL used to make sure these skills are in place before moving on to other content?
No TBL does not assume students have these skills…instead it creates the right conditions for these skills to emerge.
That is the power of TBL...asking the right question in the right way leads to good group behaviours
The power of Permanent Teams and natural development of team cohesion during the Readiness Assurance Process
When we use permanent teams and as cohesion builds students will find their social feet and begin see the value of participating and the possible negative consequences of not speaking up when they should. This cohesion starts to build in the very first RAP process with shared successes and shared failures….students can clearly seeing when a dominating line of discussion lead them down the wrong path and when a minority voice might not have been listened too enough….the team gets immediate feedback after every scratch to reconsider their approach…and the magic of this is the structure of the activity and the feedback loops created make this happen without teacher intervention…pretty neat J
The powerful, motivating feedback loop created in 4S activities
When we use the 4S framework…a similar high quality feedback loop is automatically created.
When the team know they will need to publicly commit to a position and may have to defend their decisions, it is very motivating to take activity seriously.
It is nice to point out to students that talking isn't the only way to contribute. When the team publicly commit to their position and then have to defend their decisions ...they get immediate and focused feedback on the quality of their decision and decision making process. What is really great is this feedback extends to teams that may not even contribute to discussion...it could be pride in a job well done....or some more critical self-reflection that we didn't make a very good decision..and have to do better next time.
Watch for team shape
If you are in a flat classroom with movable chairs...watch the shape of groups....a group with a dominator will often become a scraggly line with some quieter students left at end...if you see this...stop the discussion...ask everyone to shift 2 seats....and both you and the students often notice an immediate difference in the inclusivity of the conversation (I know Larry does this and that Gail Feigenbuam does this...when needed).
People are sometime astonished that in most of our TBL courses...we never talk about team dynamics...ever
Ask the right question in the right way and stuff seems to fall into place.
And be true to the 4S....they are your life preserver in the active, chaotic, wonderful TBL classroom
jim
Jim SibleyI am lucky to be a Board Member for the Vancouver FringeAsk me about independent theatre in Vancouver...
Find out more at www.vancouverfringe.com
_______________________________________Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.Vancouver, BCCanada
h 604-564-1043
w 604-822-9241On Mon, Nov 10, 2014 at 6:32 AM, Cartagena, Autumn N [LASAS] <[log in to unmask]> wrote:Hi All,
I’ll be implementing TBL for the first time during the Fall of 2015. It will be a large lecture class of first year college students.
I am “sold” on TBL working (as long as the 4 S’s are adhered to) but one question that I have is in regards to using interactive skills.
Does TBL assume that students already possess the ability to actively listen, to give appropriate feedback, effectively ask for help, etc? Or is there something built in to teach them this that I’ve missed? Or should TBL used to make sure these skills are in place before moving on to other content?
I can see how more developmentally advanced students would have had the opportunity to practice said skills throughout their undergraduate careers but I’ll be working with students who are only 2-3 months out of high school.
Appreciate the thoughts & clarifications you are willing to share!
Best,
Autumn Cartagena, Academic Adviser
College of Liberal Arts & Sciences
Iowa State University
102 Catt Hall
Ames, IA 50011-1302
College Website: http://www.las.iastate.edu/
E-mail the College @ [log in to unmask]
Follow us on Twitter @ las_sas102
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jim Sibley
Sent: Sunday, November 9, 2014 8:54 AM
To: [log in to unmask]
Subject: Re: List of Institutions using TBL
Hi
Although, I talk about TBL as a form of flipped classroom...the flipped classroom is NOT a form of TBL
TBL is so much more!
I often want to say TBL is a flipped classroom model that actually works....but that is too heavy handed...there are people out there doing great things with the flipped classroom....I just believe very strongly that TBL is way better.
In the Flipped classroom students prepare for class often by watching a short video. But does this ensure students come to class ready...did they watch the video? are they really ready? how would the teacher know? In a small class, direct teacher observation and coercion can probably keep some portion of students preparing. But in large classes can leave you asking the preparation question.
This is a LARGE contrast to TBL with the structured Readiness Assurance Process where you get accountability that students are prepared (iRAT) and then turn that preparation into true readiness to begin problem-solving ( tRAT + appeals + mini-lecture)
If you want a short summary of the Readiness Assurance Process, visit my website at http://learntbl.ca/what-is-tbl/ensuring-student-readiness/
In the flipped classroom activity descriptions you often get statements like "the teacher circulates around the classroom, individually helping students as they do homework-like problems" I guess this could work with really small classes (I have heard they exist...just never seen one myself). In a large class (most of our classes are 120-380) the instructor is a scarce resource....there just isn't time to get to ALL students individually. This is where TBL's 4S's comes to the rescue...it gives you a problem structure to efficiently get students to make simple decisions on the analysis of complex data, publicly commit to their decision, then have that powerful give-and-take discussion on "why" teams decided the way they did. Powerful stuff. Think of courtroom jury going head to head with other courtroom jury's in same courtroom.
I think the real magic is how well TBL scales to large classes....reporting a "simple" decision based on complex data analysis is easy with simultaneous reporting....and the fact that difference is student thinking become instantly visible and discussable, this means TBL scales really well since primary feedback loop during these reports is Student-to-Student.
If you want a short summary of TBL activities, visit my website at http://learntbl.ca/what-is-tbl/structured-problem-solving/
You also mentioned you were putting together a talk...my workshop materials and powerpoint deck are available at http://learntbl.ca/book/other-materials/
Take Care...and good luck
JIm
Jim Sibley
I am lucky to be a Board Member for the Vancouver Fringe
Ask me about independent theatre in Vancouver...
Find out more at www.vancouverfringe.com
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.Vancouver, BC
Canada
On Sat, Nov 8, 2014 at 5:50 PM, Bill Goffe <[log in to unmask]> wrote:
A fairly common approach in some STEM (science, technology, engineering,
and mathematics) courses involves the following:
- pre-reading which is "enforced" with reading quizzes or "JiTTs" (Just
in Time Teaching -- essay questions on readings that target common
student misconceptions
- clicker questions, particularly conceptual ones that students first
answer individually and if there is substantial class variation
students consult with each other and then revote. This is "Peer
Instruction." The name most commonly associated with it is the Harvard
physicist Eric Mazur (who has recently moved to a TBL
variant).
The above isn't as structured as TBL and I suspect it isn't as effective
but I'm sure it is more common. They've also done a lot of research based
on cognitive science; TBL seems to do less of that. One paper shows more
than two standard deviations more learning with the above than standard
lecture; see Deslauriers et al., "Improved learning in a large-enrollment
physics class." science 332.6031 (2011): 862-864,
http://www.cwsei.ubc.ca/SEI_research/index.html .
For a website, see http://www.cwsei.ubc.ca/ . It might be worth noting
that they've recent done some work on "two-stage tests" (which have the
same format as RATs). The Carl Wieman mention on the site received a Nobel
Prize in 2001 (physics) and for many years he lead two research groups:
atomic physics and physics education research. The latter lead to a "U.S.
Professor of the Year" award (four are awarded annually) a few years after
his Nobel. He's currently at Stanford with a joint appointment between
physics and the Graduate School of Education.
For more on what physicists have done, see "Don't Lecture Me,"
http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/ .
I've used both TBL and the above. I prefer TBL but the above is easier to
manage in the classes of 300+ I currently teach and it is an easier sell
to students and administrators.
It seem sensible to have knowledge of other non-lecture methods of
teaching.
- Bill
Musarrat said:
> I agree with Judy. However, basic principle is same in these methodologies.
> I take TBL as one well developed format of flipped classroom. Somebody else
> might come up with different format in due course of time.
>
>
> On Sunday, 9 November 2014, Judy Currey <[log in to unmask]> wrote:
>
> > Hi Abby
> >
> > I’ll leave others to comment about where there is a list or not, but I
> > caution the linking of flipped classroom to TBL for obvious reasons – TBL
> > has set requirements whereas flipped does not adhere to the 4 Ss etc.
> >
> >
> >
> > Regards
> >
> >
> >
> > Judy
> >
> >
> >
> > Associate Professor Judy Currey
> >
> > Director of Postgraduate Studies
> >
> > School of Nursing and Midwifery, Faculty of Health
> >
> > Deakin University, Burwood Victoria 3125 Australia
> >
> > Phone: 03 9244 6122 International: 61 3 9244 6122
> >
> > Fax: 03 9244 6159 International: 61 3 9244 6159
> >
> > Email: [log in to unmask]
> > <javascript:_e(%7B%7D,'cvml','[log in to unmask]');>
> >
> > Website: http://www.deakin.edu.au/hmnbs/nursing/
> > <http://www.hbs.deakin.edu.au/nursing/>
> >
> > Deakin University CRICOS Provider Code 00113B
> >
> >
> >
> >
> >
> >
> >
> >
> >
> > *From:* Team-Based Learning [mailto:[log in to unmask]
> > <javascript:_e(%7B%7D,'cvml','[log in to unmask]');>] *On
> > Behalf Of *Abby Drake
> > *Sent:* Sunday, 9 November 2014 8:21 AM
> > *To:* [log in to unmask]
> > <javascript:_e(%7B%7D,'cvml','[log in to unmask]');>
> > *Subject:* List of Institutions using TBL
> >
> >
> >
> > Hello – Hope all of you are having a great semester. I’m putting together
> > a talk on TBL and would like to show how it is being adopted by many
> > colleges and universities.
> >
> >
> >
> > I was wondering if anyone already has a list of colleges and universities
> > that are using TBL? And/or Flipped classrooms?
> >
> >
> >
> > Thanks!
> >
> > Abby
> >
> >
> >
> > * Important Notice: The contents of this email are intended solely for the
> > named addressee and are confidential; any unauthorised use, reproduction or
> > storage of the contents is expressly prohibited. If you have received this
> > email in error, please delete it and any attachments immediately and advise
> > the sender by return email or telephone. Deakin University does not warrant
> > that this email and any attachments are error or virus free.*> >
>
>
> --
> Dr. Musarrat ul Hasnain.
> Director/Head, Department of Medical Education.
> Punjab Medical College, Faisalabad. Pakistan
> Ph: +92-41-9210107
> Fax:+92-41-9210081
> Cell;+92-41-6509943--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299
[log in to unmask]
http://cook.rfe.org/
