I give 5 RATs over the course of the semester with each one covering 1-2
chapters. I teach economics. Some texts are organized such that there
are theoretical chapters followed by application chapters, so I assign the
theory (concepts) for the RATs and address the applications later.
My husband teaches leadership and typically gives 6 RATs over the
semester, sometimes covering as much as 3 chapters but he has found that
to be too much. Sometimes he only wants to cover half of the material in
a chapter, so he directs the students to the relevant sections to read for
the RATs.
In regard to the first RAT: we both give it at the beginning of the
second week of class, not the second day of class. I give some background
material and/or do a team exercise that does not require background
reading during the second class period, before the first RAT. My husband
tends to do the same thing, along with an ice-breaker activity or two. We
both do a "practice RAT" over the syllabus on the first day. We also both
form teams on or before the first class period so the students end up with
a substantial portion of two 50-minute class periods working in their
teams before their first "real" RAT.
Hope this helps.
Molly Espey
Applied Economics and Statistics
Clemson University
> 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/
>
|
