Hello,
I do allow note-taking because I hold the students responsible for the material for exams. Also, all RATs are administered using the TBL function on Learning Catalytics (which I highly recommend to all!), so students can access all questions after class, along with individual and team responses. This means that I will need to tweak or rewrite questions and activities for future quarters, but I am fine with that notion. I think this attitude depends a lot on the course and material, and how easy it is to tweak the material each quarter/semester.
Emily Taylor
Cal Poly, San Luis Obispo
I’m very interested in the response because we, too, do not allow any note taking (for the same reasons). But, lately, I have been worried that we impede learning by this. One way I’ve thought of addressing this, since Sandy Cook’s facilitation article came out, is a one slide summary of the key learning points that students could then have.
Interested to hear everyone’s thoughts.
Amanda
_______________________________________________________________________________
Amanda R. Emke, MD
Assistant Professor, Division of Pediatric Critical Care
Associate Fellowship Program Director, Pediatric Critical Care
Course Master, Pre-Clinical Pediatrics
St. Louis Children's Hospital, Washington University Physicians
Washington University School of Medicine
One Children's Place, Northwest Tower, Campus Box 8116
St. Louis, MO 63110
(314)454-2527
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Lin, Amy
Sent: Friday, October 09, 2015 2:12 PM
To: [log in to unmask]
Subject: Student note taking during TBL
Hi all,
Does anyone allow students to take notes during TBL - specifically during the post-RAT discussion or application exercises?
We have not been allowing note taking at any time during the TBL because we are concerned about students copying down questions (that took us forever and a day to write) and sharing them with subsequent classes. But, taking notes is one way for students to solidify their knowledge, so in some ways we may be inhibiting student learning.
How do others handle this situation? Do you have guidelines for the students about “acceptable” (e.g., key concepts, pearls of wisdom) vs. “unacceptable” (e.g. copying down questions) notes?
Thanks!
Amy
Amy Y. Lin, MD
Associate Professor of Pathology
Associate Professor of Ophthalmology and Visual Sciences
Course Director, M2 Pathology Course
Course Director, M4 Laboratory Medicine Course
Director of Curricular Affairs
840 S Wood St, CSN 130
Chicago, IL 60612
(312) 355-4315
(312) 996-7586 (fax)
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