Visit my TBL website at www.learntbl.ca
Jim – this is gold dust – thanks so much!
From: Jim Sibley <[log in to unmask]>
Sent: 14 June 2022 18:58
To: Steve Cayzer <[log in to unmask]>; [log in to unmask]
Subject: Re: TBL with really large cohorts (350)
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One other thing
In large classes we sometimes use the wheel of motivation - so every team needs to be prepared in case they get cold-called
Basically, there is a slice of the pie for every team - a fun add is to add the instructor's name as one of the slices - I watched a class of 180 use this - instructor would pull out his phone, put it on doc cam, spin it and students would chant his name hoping he was the one that needs to report
Also, if you are doing engineering ethics - my star faculty member built a branching "choose your own adventure" ethics case in Qualtrics
Read my TBL book Getting Started with Team–Based Learning
Visit my TBL website at www.learntbl.ca
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.Vancouver, BC
Canada
h 604-564-1043
w 604-822-9241c 778-998-9241
On Tue, Jun 14, 2022 at 10:14 AM Steve Cayzer <[log in to unmask]> wrote:
Brilliant! Thanks Jim I will certainly take you up on this.
It’s been a bit of a long haul to get TBL embedded into the course at Bath, and this looks like a perfect entry ticket.
I’m going to have a reflection and discussion with the teaching team and then get back to you
bw and thanks
Steve
From: Team-Based Learning <[log in to unmask]> On Behalf Of Jim Sibley
Sent: 14 June 2022 17:24
To: [log in to unmask]
Subject: Re: TBL with really large cohorts (350)
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Hi Steve
I would say there is no problem with a class of that size.
We use TBL in an Introduction to Engineering course with 1800 students.
The lectures are 6 sections of 300 students, and the design studios are 30 sections of 60 students.
We use teams of 6 (300 teams) and provide a specific map for each classroom so students sit with their teammates. The teams are the same in class and in the design studio. (A bit of scheduling magic is required here).
I have attached a paper about the course.
Each week has the same rhythm
1 or 2 videos are released on Friday night to help students prepare for the following week. Videos are 8-10 minutes in length and each video has about 10 embedded MCQ questions (these questions are simple retrieval questions). The videos are connected to Canvas grade book so students get a point for completing the video.
The week has two one-hour lectures separated by a 2-hour design studio. The premise is the first class of the week is to set up studio experience and the second class is to consolidate studio learning and pivot to the following week.
The first class of the team complete a 6-question TRAT using the IFAT cards. We use a timed PPT deck to cycle through questions so TRAT takes exactly 9 minutes in total. The rest of class time is heavily activity based using the principles of TBL 4S design. We often use Mentimeter (with heat maps and 2 by 2 matrices) or Google docs for simultaneous reporting (as well as traditional voting cards)
The instructor will use the classroom map to cycle around quadrants of the room and keep track of teams as they respond. This keeps teams on their toes since they could be cold-called.
The studio is also heavily activity-based and often provides time for students to work on the module projects and deliverables. A Canvas dropbox is used for every studio to gather worksheets from teams. This requires 30 drop boxes a week! The Canvas grade book has a few thousand columns by the end of the semester.
The final class of the week is also heavily activity-based.
I would recommend talking to the instructor that built all this - Pete Ostafichuk - he is a pedagogical savant and designs and delivers the most amazing courses, I can introduce you if you want.
Jim
Read my TBL book Getting Started with Team–Based Learning
Visit my TBL website at www.learntbl.ca
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.Vancouver, BC
Canada
h 604-564-1043
w 604-822-9241c 778-998-9241
On Tue, Jun 14, 2022 at 12:33 AM Steve Cayzer <[log in to unmask]> wrote:
Hi TBLers
I have been tasked with redesigning a 1st year undergraduate module in Engineering covering ‘responsible engineering practices’
It’s a really great opportunity to get TBL embedded into the Engineering Syllabus.
I have absolutely no problem thinking of great 4S activities (for example, ethical dilemmas in engineering practice) and am confident of designing a really compelling course.
Where I am slightly less confident is that this cohort is quite large – 350 students, probably 70 teams (personal tutor groups – hence slightly smaller than TBLC recommendation, I might push for 6 people as a default).
Here are the challenges I am wondering about
- With 350 people in 1 (big) lecture hall, will the acoustics be deafening when teams are working together?
- With only a fraction of teams being able to report back (due to timing) during task debrief, will some teams start to disengage?
Any tips for dealing with this would be welcome!
Bw and thanks
Steve
PS and of course if anyone has delivered a similar course, would be interested to hear from you too
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