Hi all,
I have students submit a reflective learning journal at the end of each two week learning block. This is a summative assessment that lets student reflect deeply on the key takeaways from the learning block. One of the courses I teach using TBL is International Business. My instructions for the reflective learning journal are summarised as follows:
* Don't tell me what you learned (I already know that), tell me why it is important. This can include (but not limited to) any of the following:
* How does what you have learned help to explain a recent business news story?
* How does what you have learned help to explain the way business is done in your country (we have a lot of international students)?
* How will what you have learned make you a better manager?
I find that a reflective learning journal, when done well, replaces the need for note taking.
Cheers,
Patrick
________________________________
From: Team-Based Learning <[log in to unmask]> on behalf of David Smith <[log in to unmask]>
Sent: Tuesday, 13 October 2015 2:48 a.m.
To: [log in to unmask]
Subject: Re: Student note taking during TBL
Consider summarizing the discussion as a class, including any individual contributions from notes. This becomes a collective note and permits you to comment.
Initially, stand back and let one of the teams formulate the common note. Then make your comments, solicit further information, and post the result as a common note for review and study. (There are no secrets. Nor should there be.)
Individual notes often bear little or no relationship to what an instructor has said. Saying it again doesn't change anything. A team or class discussion might bring more clarity.
I've never tried this, but it should get you to a good result, especially after some time in teams.
A guide sheet could help speed the process and improve the results. I'm thinking of suggestions such as "what do the readings say about the questions or conclusions?" Revise the sheet with teams or the class.
Don't worry about minor procedure much. Think about what is in the notes students take and do they get better with time.
Regards,
David Smith
On Mon, Oct 12, 2015 at 8:09 AM, Lane Brunner <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I find that not allowing students to take notes during TBL to be quite fascinating. I would hope that faculty would allow practices that enhance student learning. I imagine for many TBL classes that the discussions are rich with information and learning opportunities. To deny students the ability to take notes to capture the essence of these conversations seems to be at cross purposes with academia.
Also, it is naive to assume that once you distribute an application to a classroom of students that is is not being saved for future use (either by students for their own use or for future students). Furthermore, once you tell students they “can’t” do something, some will devote energy to prove you wrong.
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Lane J. Brunner, Ph.D., R.Ph.
Dean and Sam A. Lindsey Professor
Ben and Maytee Fisch College of Pharmacy
The University of Texas at Tyler
3900 University Blvd
Tyler, TX 75799
Tel: 903.565.5920<tel:903.565.5920>
Fax: 903.565.5598<tel:903.565.5598>
[log in to unmask]<mailto:[log in to unmask]>
www.uttyler.edu/pharmacy
[cid:DF57D63F-77E2-4BB6-8DAF-1CBDF4450FDA]
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of "Lin, Amy" <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Lin, Amy" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, October 9, 2015 at 2:12 PM
To: Team-Based Learning <[log in to unmask]<mailto:[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<tel:%28312%29%20355-4315>
(312) 996-7586<tel:%28312%29%20996-7586> (fax)
[log in to unmask]<mailto:[log in to unmask]>
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