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I apply the same tactic. I ask each team to give me the single muddiest
point in the assigned readings. They have 5 minutes to come up with a
question that should be more thought out than "What does X mean?" I like
this method because it is collaborative learning with real risk attached to
it. They will really want to ask about something they have not got on their
own but they know that it is significant, and during the 5 minutes of team
discussion they already teach each other. Then I address these questions and
we start on the RATs. I also started to post on Blackboard a list of key
concepts from the assigned readings (no definitions) and a comprehensive
list of open-ended questions in case they want to test their understanding
of the material prior to class.
Erzsébet Fazekas, Ph.D.
Assistant Professor
Department of Public Administration and Policy
University at Albany, SUNY
135 Western Avenue, Milne 305
Albany, NY 12222
Tel: (518) 442-2621
http://www.albany.edu/rockefeller/faculty_pad_fazekas.shtml
> From: Bill Goffe <[log in to unmask]>
> Reply-To: <[log in to unmask]>
> Date: Sun, 10 Oct 2010 14:16:12 -0400
> To: <[log in to unmask]>
> Conversation: give students tips on RATS ( readiness assessments tests)
> Subject: Re: give students tips on RATS ( readiness assessments tests)
>
> I think I read it here, but someone does this with the following twist --
> each team can only ask one question. Thus, questions come up in a team and
> they have to work to the one thing that they don't understand (and explain
> what they do to teammates who don't). They also need a backup or two in
> case another teams asks it (or, the teams coordinate).
>
> - Bill
>
> Pat said:
>
>> Duane,
>>
>> I had the same kind of students' reaction when I first introduced TBL.
>> Instead of giving hints, I chose to offer a Question & Answer period (5 to
>> 10 minutes) prior to the iRAT. It is important to say that you will answer
>> all questions even if they are on the test.
>>
>> The response has been great. It has completely alleviated students' anxiety
>> regarding the iRAT.
>>
>> Pat
>
> --
> Bill Goffe
> Department of Economics
> SUNY Oswego, 416 Mahar Hall
> Oswego, NY 13126
> 315-312-3444(v), 315-312-5444(f)
> [log in to unmask]
> http://cook.rfe.org
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