> It’s low-tech, cheap, and easy. Even with a class of 400 people, it’s very little
>expense since the papers are so small.
>
>Strangely enough, this ends up being the most positively reviewed aspect of the class
>and shows up spontaneously on teaching evaluations repeatedly.
>
Though technology certainly can be wonderful, it sometimes amazes me that we spend millions of dollars on the new-and-latest gizmos, when something as cheap and elegant as this can make such an impact. . .
-M
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Kristin Croyle
Sent: Thursday, August 19, 2010 9:57 AM
To: [log in to unmask]
Subject: Re: Simultaneous Report via pointing (or "rock paper scissors"?)
I do simultaneous reporting from all students in class (or sometimes in teams) using small colored papers. At the beginning of the semester I give each student four small (like 1.5” by 2.5”) pieces of different colored paper and ask them to bring them to class every day. Since they are so small, no one complains. Then I have them simultaneously report responses to a variety of things using these “voting papers” throughout the semester. For example, I can use a multiple-choice question where answer A is in blue, B is green, etc. We also do team reporting using them. It’s low-tech, cheap, and easy. Even with a class of 400 people, it’s very little expense since the papers are so small.
Strangely enough, this ends up being the most positively reviewed aspect of the class and shows up spontaneously on teaching evaluations repeatedly.
Kristin
----------------------------------------------------------------------------------
Kristin L. Croyle, Ph.D.
Associate Professor, Psychology
University of Texas - Pan American
1201 W. University
Edinburg TX 78539
Phone: 956-665-3671
From: Tamara L Bories [mailto:[log in to unmask]]
Sent: Wednesday, August 18, 2010 2:38 PM
Subject: Re: Simultaneous Report via pointing (or "rock paper scissors"?)
I don't know if this can be easily seen in large classes of 400+ (since I teach smaller classes, around 30), but I have a representative of each team hold up the number of fingers representing the numerical value of the letter of the alphabet (1 finger=A, 2 fingers=B, 3 fingers=C, etc.). The representative holding up an answer changes for each question, and the representative has to be able to defend the answer for the team (i.e., the team has to all be on the same page with a rationale for the answer chosen).
Tammi Bories, Ph.D.
Western Illinois University
Department of Kinesiology
Brophy Hall 221X
1 University Circle
Macomb, IL 61455
(309) 298-1793 (o)
(309) 298-2981 (f)
[log in to unmask]
----- Original Message -----
From: "Michael S Sweet" <[log in to unmask]>
To: [log in to unmask]
Sent: Wednesday, August 18, 2010 2:16:11 PM
Subject: Re: Simultaneous Report via pointing (or "rock paper scissors"?)
. . . er, should have said:
B) "Paper" (palm forward, open hand)
-M
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sweet, Michael S
Sent: Wednesday, August 18, 2010 2:11 PM
To: [log in to unmask]
Subject: Simultaneous Report via pointing (or "rock paper scissors"?)
Friends,
I ran across a cool way to do Simultaneous Report on application activities in a large class if you are not using colored cards or clickers or anything like that.
There is a chemistry teacher here who teaches 400+ students, and often gives them three options and tells them to choose A, B or C. At the count of three, he has everyone point: if you like A you point to the left wall, if you like B you point to the ceiling, if you like C folks you to the right wall.
I like this idea, but from where I was sitting (as a "student") I could clearly see all the B's pointing up, but could not easily distinguish among A's and C's. It looked like a sea of horizontal arms.
But it gave me an idea:
You have students raise their hands to indicate which among three choices they prefer, but instead of holding up hands sequentially, you have them all hold up their hands at once but with their hands in one of the three classic shapes of a childhood game we play in North America:
A) "Rock" (closed fist)
B) "Paper" (palm forward, fingers closed)
C) "Scissors" (first two fingers up in a "v" shape.)
Clearly this would be for informal, ungraded "polling" type questions, but it does seem like it could prevent the "answer drift" of sequential hand-raising and *might* allow students to get a better overall sense of what other folks in the class thought.
Has anyone done this? If not, do you think it might work?
-M
Michael Sweet, Ph.D.
Faculty Development Specialist
Center for Teaching and Learning (CTL)
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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