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From:
"Sweet, Michael S" <[log in to unmask]>
Reply To:
Sweet, Michael S
Date:
Mon, 19 Oct 2009 10:31:53 -0500
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Didn't even need to "lean"--she's on board!  

Thanks everyone.  :-)


-M


-----Original Message-----
From: Larry Michaelsen [mailto:[log in to unmask]] 
Sent: Monday, October 19, 2009 10:13 AM
To: Sweet, Michael S; [log in to unmask]
Subject: Re: i-Clicker strategy for very large TBL class: Your feedback?

Michael,

I'm with Jim and Gary.  I've done and seen a lot of different options.  I strongly feel that the combination of immediate feedback on each choice and the fact that everyone "leans in" to watch the scratching with the IF-AT's gives you a boost for team-building that I don't think can be matched by any type of a clicker.  I'd do more than running it past the teacher.  I'd encourage him/her to use the IF-AT's.

Larry
 

--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093

[log in to unmask]  <---PLEASE NOTE NEW E-MAIL ADDRESS !!!
660/543-4124 voice
660/543-8465 fax


>>> "Sweet, Michael S" <[log in to unmask]> 10/19/09 9:39 AM >>> 
Gary,

I like the clicker/IF- AT combo.  

I'll run that past the teacher and see if she is open to it.

Thanks for taking the time to share that!  :- )

- M


----- Original Message-----
From: Team- Based Learning [mailto:TEAMLEARNING- [log in to unmask]] On Behalf Of Sibley, Jim
Sent: Saturday, October 17, 2009 10:27 AM
To: TEAMLEARNING- [log in to unmask]
Subject: Re: i- Clicker strategy for very large TBL class: Your feedback?

Thanks Gary this is helpful

one wrinkle for michael is that iClicker doesn't have homework mode



Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
604- 822- 9241



----- Original Message-----
From: Team- Based Learning on behalf of Gary D Lynne
Sent: Sat 10/17/2009 7:59 AM
To: TEAMLEARNING- [log in to unmask]
Subject: Fw: i- Clicker strategy for very large TBL class:  Your feedback?
 
Michael:

We use the Response clicker system, in a similar way (albeit for a class 
of only 50- students, 9- teams, in a 3- period evening class, 6:30- 9:20.. so 
we have time to do a variety of things!):
1.  iRAT distributed on paper at start of class (typically 20- 25 4- point 
questions):  Individual students use the Homework feature in Response to 
"click" in their answers.
2.  Classroom computer immediately grades the Homework, gives us the 
summary data by question... we process, study this for purposes of a 
"mini- lecture" later in the class, while the Teams are working. Also, we 
just "copy and paste" the individual grades from the Excel spreadsheet 
produced in Response into our Excel gradebook for the course
2.  tRAT is done on IF- AT forms by the 9- teams; however, each Team is also 
given a Team clicker during class, and asked to key in their FIRST choice, 
the one they "scratch" first. 
3.  Classroom computer also gives us the data on the "first scratch" 
results from the Teams
4.  Team IF AT forms are collected; these grades hand- entered into the 
class gradebook (but, only 9- of these, so not so burdensome)
5.  Mini- lectures based on the data collected into the Response system 
from both the iRAT and tRAT
6.  All students see the IF AT forms again at Exam time.. drawing 
mulitiple choice questions out of the same data base used in designing the 
iRAT and tRAT exams, for 1/2 the points on the Exam (but we also use tRAT 
scores at this point, 60% individual, 40% tRAT).  The other 1/2 of the 
points on each of the 3- semester exams is from applications...   problem 
solving, essays, etc., helped by  in- class problem solving and the RATs
7. Using RATs mainly for the concepts and constructs, mainly in the early 
part of the semester.   Late in the semester, we focus on guest presenters 
from the "real world" (this is a 200 level course, albeit we get mainly 
juniors and seniors,  in natural resource, environmental and ecological 
economics... so lots of real world issues to bring to their attention!), 
and applications of constructs... 

Anyone see "holes" in this approach?   Ways to improve it?   We have gone 
to Response clickers because the University supports same... they  seem to 
be working just fine... albeit no way to use an IF AT form within the 
clicker system.  We lose the IF  AT in the iRATs, but do gain the benefits 
of same in the tRATs and in the 3- course Exams.

Gary

Gary D. Lynne, Professor
Department of Agricultural Economics and 
     School of Natural Resources
103B Filley
University of Nebraska- Lincoln
Lincoln, NE 68583- 0922  USA
Website:  http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1- 402- 472- 8281 Cell: 1- 402- 430- 3100
This message and any attachments are confidential, may contain privileged 
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"We are always only one failed generational transfer of knowledge away 
from darkest ignorance" (Herman Daly) 
"We do not just have our own interests. We share interests with others. 
Empathy ... exemplifies the implicit solidarity of human nature" (Robert 
Solomon)
"Whoever frames the debate tends to win the debate" (George Lakoff)
-----  Forwarded by Gary D Lynne/AgEcon/IANR/UNEBR on 10/17/2009 09:41 AM 
-----

"Sweet, Michael S" <[log in to unmask]> 
Sent by: Team- Based Learning <TEAMLEARNING- [log in to unmask]>
10/16/2009 12:43 PM
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"Sweet, Michael S" <[log in to unmask]>


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Subject
i- Clicker strategy for very large TBL class:  Your feedback?






Friends,

I am working with someone in history to overhaul a 80- 300 student class 
into full- on TBL.

Due to the volume of paperwork that so many students would generate, we 
are planning to use clickers for RATs and Application activities.

Our two choices are CPS and i- Clicker.  CPS allows students/groups to be 
working on different questions at the same time, while i- Clicker does not. 
 However, we have had many, Many, MANY stability/reliability problems with 
CPS, so we're going with i- Clicker.

Here's my plan:

(1)  In addition to each student having a clicker, each team will have one 
additional clicker that the teacher brings to and takes from class, 
distributed and collected on RAT days.

(2)  Students will be given the quiz form on paper, upon which they circle 
their individual answers.  The quiz will consist of 10 knowledge- level 
questions and 5 conceptual/analytical/application questions.

(3)  At the given time, the teacher will activate the i- Clicker receiver 
and the whole class will march through the quiz, keying in their 
individual answers one- at- a- time using their individual clickers.

(4)  Once that is complete, then the teams will convene and march through 
ONLY the five higher- level questions, using their team clicker.  They will 
have, say, five minutes to talk about question number 11, after which the 
teacher opens up the response system and they key in their answers to get 
immediate feedback.  Then they have five minutes to talk about question 
number 12, after which they teacher opens up the response system and they 
key in their answers to get immediate feedback.  Then question 13, and so 
on.

Obviously, this is not ideal, as it makes the team discussions a little 
herky- jerky.  But that is an inconvenience/awkwardness that will be 
predictable and shared by everyone, as opposed to the different handful of 
random folks every time who's clicker will not register, does not work, 
etc..  In a large, lower- division, REQUIRED class, we are going to have 
plenty on our plates to get students on board with TBL ("Navigating the 
bumpy road" and so on), and I am loathe to introduced the extra anxiety 
and frustration of a flaky clicker system into it.

Your thoughts?

- M


Michael Sweet, Ph.D.
Faculty Development Specialist
Division of Instructional Innovation and Assessment (DIIA)
University of Texas Austin
MAI 2206 * (512) 232- 1775
 
"Teaching is the profession that makes all other professions possible." -  
Todd Witaker

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