See:
Keller, F. S. (1968). Goodbye, teacher. Journal of Applied Behavior
Analysis, 1, 79–89.
On Feb 21, 2012, at 11:43 PM, Peterson, Douglas (USD) wrote:
> I ran a test comparing lecture to team-based learning last semester. I
> taught one section of lecture (approximately 150 students) and one section of
> team based learning (approximately 90 students arranged in tables of 9
> students). The team-based class required students to cover more material
> outside of class and class time was spend in experiments, discussion or
> activities. It was a difficult transition and I will freely admit I didn't
> do as good a job in the team-based course. I tried to do too much during one
> class period (e.g., three in-class memory experiment/demonstrations instead
> of one).
>
> The classes were taught back-to-back on the same day of the week (a challenge
> in itself) but this allowed me to use some of the same test items in each
> section. While I found some individual item differences (the team-based
> class did a serial position effect experiment resulting in 75% correct on
> that question compared to 40% in the lecture class) there were no significant
> differences in the average exam scored between the two sections. There was
> however an interesting different in the distribution of scores. In the
> lecture class had a higher percentage of A's D's and F's than the team-based
> class. It does appear that the team based environment (which did include
> some peer-to-peer instruction as well as team based quizzes, encouraged group
> study). I collected some additional data in a survey coordinated with our
> center for teaching and learning and am collecting a follow-up data-set on
> both course content and interest to study psychology this semester.
>
> I hope to write all of this up in conjunction with a member of our CTL staff.
> All in all I think the team-based environment has a lot of potential. It is
> difficult to get out of the lecture mode, and trust a good deal of content to
> the textbook and outside of class work. It is also awkward to spend so much
> class time on one topic but it does provide the depth that I'd like to see
> for students. For example we spent an entire class period on a brain
> scavenger hunt (I am fortunate to have a medical school on campus that can
> provide numerous brain specimens for students to view). The one change I
> would make would be to add senior level TA's to lead each table. They could
> help coordinate experiments, and ensure that smaller table discussions stayed
> on task.
>
> The limitation to teaching this format again is the class size and the
> enrollment in lecture. I teach 250-260 in one lecture section compared to
> 90-100 in the team-based environment. With enrollment a priority for budget
> I can't imagine assigning a faculty member to a section of introductory
> psychology that is 2/5th the size of the lecture class. We currently meet
> on-campus student demand with three large enrollment sections. To use
> team-based instruction would require 7.
>
> Doug
>
> P.S. The room is an active learning classroom set up so that each table has
> a 50" monitor and 8 ports to connect laptops to the monitor at the table. I
> have two projectors and can project any student input to every table, the
> projectors or both. I can also project from the instructor station to the
> table, projectors or both (including different images on the table monitors
> and the projectors.
>
> Doug Peterson, PhD
> Associate Professor of Psychology
> The University of South Dakota
> Vermillion SD 57069
> 605.677.5223
> ________________________________________
> From: Marc Carter [[email protected]]
> Sent: Tuesday, February 21, 2012 4:36 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Lecturing vs Peer Instruction
>
> Our new gen ed uses inquiry-guided learning for the content part of the core
> courses; what instruction we do has more to do with skills (it's a "skills"
> core with linked content courses).
>
> We do very little lecturing in the core classes, but instead use group work,
> discussion, and student presentations of content from their linked courses.
> It's quite a bit of peer instruction…
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences
> College of Arts & Sciences
> Baker University
> --
> From: Claudia Stanny [mailto:[email protected]]
> Sent: Tuesday, February 21, 2012 12:39 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Lecturing vs Peer Instruction
>
>
>
>
>
>
>
> BYU has some good videos on problem-based learning that make use of peer
> instruction:
>
> http://ctl.byu.edu/teaching-tips/collaborative-learning
>
>
>
> _____________________________________________
>
> Claudia J. Stanny, Ph.D.
> Director
> Center for University Teaching, Learning, and Assessment
> Associate Professor
> School of Psychological and Behavioral Sciences
> University of West Florida
> 11000 University Parkway
> Pensacola, FL 32514 – 5751
>
> Phone: (850) 857-6355 or 473-7435
>
> [email protected]<mailto:[email protected]>
>
> CUTLA Web Site: http://uwf.edu/cutla/
> Personal Web Pages: http://uwf.edu/cstanny/website/index.htm
>
>
> On Tue, Feb 21, 2012 at 11:26 AM, Steven Hall
> <[email protected]<mailto:[email protected]>> wrote:
>
>
>
>
>
>
> Possibly the comment originated from this source at NPR:
> <http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool>
> lose the
> lecture<http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool>
>
> Peer instruction is one of many ways to move away from the lecture as the
> main method of instruction.
>
> Is anyone using it or similar active learning techniques?
>
> Steve
>
>
>
> Steven Hall
> Butte College
> Oroville, CA
> [email protected]<mailto:[email protected]>
> [email protected]<mailto:[email protected]>
>
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Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[email protected]
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