> I wonder if having multiple-choice options will create an 'illusion' in students'
> minds that there are right and wrong responses.
Some ideas:
(1) You can word the response items in such a way as to make it clear there is not a correct answer (e.g., "In your opinion. . .")
(2) Most clicker software allows you to "hide" results until all votes are in. This way, students won't be able to see if most of the answers are piling up in one place. You can then "close voting" and reveal--Ta Da!--what class thought as a whole.
(3) As with any technique or piece of technology, the majority of students' perception will have to do with how you describe it. If you reassure them a few times "There may be more than one right answer," that will go a long way toward taking the edge off. . .
Anyone else?
-M
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jennifer Imazeki
Sent: Tuesday, July 13, 2010 9:59 AM
To: [log in to unmask]
Subject: MC vs open-ended applications?
Hi all,
I will be trying TBL for the first time in the fall and am working
through lots of issues. One has to do with the structure, and
reporting, of the team application exercises. My students will be
using clickers for the IRATs (though probably the IF-AT forms for the
GRATs), and I was planning to start many of the team exercises with an
individual clicker question, to get students thinking about the issue
on their own before turning to the group. But I'm a little worried
about having all the team exercises set up as multiple-choice
questions because I wonder how that will impact the ensuing
discussion. For example, I can imagine a scenario where the majority
of teams selects one of the responses; even if a team that chooses a
different response has a good reason for selecting that, the other
students may just think they are 'right' because they are with the
majority, and not really engage in the discussion. Of course, with
many of the applications, there is not necessarily a right answer so
the key will be in their reasoning but still, I wonder if having
multiple-choice options will create an 'illusion' in students' minds
that there are right and wrong responses. I've thought about giving
them whiteboards instead and having them write a short response but
then I'm worried that, given the size of the room (70 students), not
everyone will be able to see what everyone else has written.
Any thoughts, experiences, advice?
Jennifer
****************************
Jennifer Imazeki
Department of Economics
San Diego State University
homepage: http://www-rohan.sdsu.edu/~jimazeki/
Economics for Teachers blog: http://economicsforteachers.blogspot.com
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