Hi I been having trouble with list.....sorry if you get multiple copies I always start with Hake, R., “Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics, Vol. 66, No. 1, 1998 http://www.physics.indiana.edu/~sdi/ajpv3i.pdf The results are rock solid…large study…62 courses/over 6000 students…...the best lecture course was outperformed by the worst active learning course by a significant margin Jim *Educational Consultant specializing in Team-Based Learning* Read my TBL book Getting Started with Team–Based Learning <http://learntbl.ca/book> Visit my TBL website at www.learntbl.ca Take my TBL course http://learntbl.ca/take-a-course/ and build your first TBL module in just 2 weeks _______________________________________ Jim Sibley and Amanda Bradley 106-2575 West 4th Ave. Vancouver, BC Canada h 604-564-1043 w 604-822-9241 On Wed, Jan 11, 2017 at 9:18 AM, Nicole L Arduini-VanHoose < [log in to unmask]> wrote: > How are you defining outcomes? Test scores? Critical thinking? Meeting > course objectives? Improved skill? > I would also be interested if there is any evidence to support this > statement. There is certainly support for active learning, but lectures > can also be active and engaging. And I think any method, done badly, will > result in poor outcomes. > Nicole Arduini-Van Hoose > > Sent from my iPhone > > > On Jan 11, 2017, at 12:11 PM, Bill Goffe <[log in to unmask]> wrote: > > > > It isn't TBL, but for direction comparison between a very active > classroom > > and one based on lecture by "by a motivated faculty member with high > > student evaluations and many years of experience teaching this course" > see > > Deslauriers, Schelew, and Wieman, "Improved learning in a > large-enrollment > > physics class," Science 332.6031 (2011): 862-864. For a non-paywalled > > version, see http://www.math.unm.edu/mctp/gstts/science.pdf . > > > > A key part of this study as students had no incentive to study for the > > assessment that compared learning in the active classroom to the lecture > > based one (the experiment lasted for just one week). Thus, it just > > measured the classroom component, which is something that we can control. > > It is awfully hard for us to influence how much students study! > > > > The mean score on the assessment for the lecture-based class was 41% and > > it was 74% for the active class; this difference was about 2.5 standard > > deviations. > > > > I would think that such a study design would be rather straightforward to > > do in other settings -- compare lecture to TBL for a week or so and give > > an assessment that students only receive credit for completing. Likely > > TBL would achieve similar results. If no one has done such a study I > > really hope that someone does! > > > > Part of the reason for this large result is described in an earlier paper > > by the last author of the above paper: "Why Not Try a Scientific Approach > > to Science Education," > > http://cwsei.ubc.ca/SEI_research/files/Wieman-Change_Sept-Oct_2007.pdf . > > TBL certainly fits into the reasons he's describes. > > > > - Bill > > > > P.S. The last author of the first paper is a leader in STEM education > > research. He's at Stanford with a joint appointment between physics > > and their Graduate School of education. He's received both a Nobel > > Prize and Carnegie Foundation's U.S. University Professor of the Year > > Award (for teaching). > > > > Terri asked: > > > >> I have heard it stated that the worst implementations of TBL leads to > >> better student outcomes than the best lecture courses with the most > >> esteemed professors. Is this statement based on research or is it > >> anecdotal? If based on research, could someone please post citations? > >> I'd love to pass it along to my instructional designer. Thanks! > > > > -- > > 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/ > > > > ######################################################################## > > > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 > > > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.