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Representing and Intervening: Team-Based Learning in AN 442 Cultural Resource Management

Author(s): Philip Carr

Year: 2017

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Summary

Team-Based Learning (TBL), a powerful pedagogical tool, has several essential elements: forming permanent teams; flipping the classroom; following a specific sequence of individual work and teamwork, and providing immediate feedback. In combination, these elements create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to solving meaningful problems in various manners. Creating in-class application activities as part of the flipped classroom strategy is an essential element and can be daunting for first-time adopters of TBL because of the upfront commitment to their creation. Employing the thought process "representing and intervening" from philosophy provides a strategy for constructing these activities by which students are provided the "textbook" view of a topic outside of class (representing) and are given the meaningful and "messy" real world (intervening) activities in class. By working through the activity, students clarify and deepen their understanding of the textbook view and hone their experience with significant problems. TBL holds great promise for undergraduate students in the classroom acquiring a deep knowledge and an enduring understanding of archaeological method, theory, and practice.


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Representing and Intervening: Team-Based Learning in AN 442 Cultural Resource Management. Philip Carr. Presented at The 81st Annual Meeting of the Society for American Archaeology, Vancouver, British Columbia. 2017 ( tDAR id: 429941)


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Record Identifiers

Abstract Id(s): 14775

Arizona State University The Andrew W. Mellon Foundation National Science Foundation National Endowment for the Humanities Society for American Archaeology Archaeological Institute of America