Hi I also like the following paper. It’s written by PBL practitioners at Maastricht but the concepts and arguments apply equally to TBL Van der Vleuten, C. P. M., & Driessen, E. W. (2014). What would happen to education if we take education evidence seriously? Perspectives on Medical Education, 3(3), 222–232. doi:10.1007/s40037-014-0129-9 Best wishes Simon [cid:51F116B9-D46F-4CB3-8005-27E3E15D2B7F] Simon Tweddell Pharmacy Director of Admissions and Marketing Senior Lecturer in Pharmacy Practice Bradford School of Pharmacy National Teaching Fellow Consultant-Trainer in Team-Based Learning Centre for Educational Development [cid:6FB12DD5-4D7D-449F-9749-627960379833] +44 (0) 1274 235241 [cid:5E343B8F-0FE8-40CD-9F95-E832E205BC13] www.twitter.com/simontweddell [cid:4A0B50F9-9357-4899-B96B-67BF10ADCC28] www.bradford.ac.uk [cid:62C6C554-7A5B-4F59-9137-05014CED9699] simon.tweddell From: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Jim Sibley <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: Jim Sibley <[log in to unmask]<mailto:[log in to unmask]>> Date: Wednesday, 11 January 2017 at 18:09 To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>> Subject: Re: Better than lectures 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 [https://docs.google.com/uc?id=0B67DBQf0BdxxX3dSUVUyQXBaR3M&export=download] Educational Consultant specializing in Team-Based Learning [https://docs.google.com/uc?id=0B67DBQf0BdxxNVJkVjFVNTFaLU0&export=download] Read my TBL book Getting Started with Team–Based Learning<http://learntbl.ca/book> Visit my TBL website at www.learntbl.ca<http://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]<mailto:[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]<mailto:[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<tel:814-867-3299> > [log in to unmask]<mailto:[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 here.<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.