Hi Laura!
I would chime in to support Jim's suggestions, especially:
(1) The use of reading guides.
For the RAP, you don't need students to know every detail of every concept on every page of the chapters you assign. The RAP should test a basic understanding of the most foundational concepts in the unit. The "fine tuning" and filling in of details comes in follow-up discussion and application activities. Some teachers BEGIN eacb unit by specify a handful of page-ranges within the chapters that the RAP will cover, and then END each unit with an individual test over the whole chapters.
(2) Giving students a few minutes before the RAP to confer as a team and ask you questions. Keep this time very short and be firm about ending it when you say, or else students will drag it out in an attempt to delay the RAP.
(3) Clearly explain from the outside WHY you are using TBL and what its advantages are over chalk-n-talk. There are many.
(4) Giving students an ungraded "practice RAT" over the syllabus on the second or third day can give students the experience they need to become believers in the process.
For what it's worth! :-)
-M
-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Lara Triona
Sent: Tuesday, July 08, 2008 10:57 AM
To: [log in to unmask]
Subject: distributing readings & RAT
Hello,
My question is related to the distribution of course reading materials
and the RAT. Too-frequent use of the RAT causes students to memorize
rather than apply concepts. Therefore, each RAT covers a unit, which
in my case would be a few chapters worth of material. However, I am
concerned that it is inappropriate to assign more than one chapter for
prereading for a single class session, especially for the second class
session.
How do those of you currently using TBL techniques organize reading
assignments? * Do you cover only six chapters?
* Assign multiple chapters for prereading for RAT days?
* Do other in-class activities before first RAT?
I appreciate information about your experience and any suggestions you can give.
A bit about myself:
I am an assistant professor in psychology. I was recently was
introduced to "Team-Based Learning" (TBL) techniques through the
Academe newsletter, Sweet & Michaelson 07 Ed Psy Rev article, and the
teambasedlearning.org website.
For the past year, prior to learning about the TBL techniques, the
primary use of class time has been in discussion groups (same group
for 8 weeks, assigning roles which change each session based on Millis
& Cottell 1998). But I have encountered some of the problems that are
addressed by TBL (social loafing, lack of engagement/excitement). I am
interested in using TBL techniques (RAT & application activities) to
help students actively engage with the course material (upper
division developmental psych & lower division research methods).
In the past, to enforce class preparation I required completion of an
individual assignment for every chapter (answering several questions
that guide student's reading). In class students would discuss
"thought-provoking" questions that applied or extended the material
from that chapter and then the next class session we would move onto
the next chapter. I now realize that the repetitive nature of this
class organization taxes students motivation and leads to burnout for
both the students and myself. In addition to this content coverage in
class, students apply content by conducting a separate
group/individual research project: in groups students design study,
collect data, and analyze findings and then individually write a
research report.
best regards,
-Lara
___________________
Lara M. Triona, Ph.D.
Assistant Professor
CSU Fresno, Psychology Department
2576 E. San Ramon ST11
Fresno, CA 93740
[log in to unmask]
office: 559.278-3043
fax: 559.278-7910
http://psych.csufresno.edu/
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