Dee,
Yeah, these are not "holding up a card" kind of simultaneous reports. She collects the argument template sheets and then puts them up on the document camera / projector and facilitates discussion among teams as she moves through the responses that groups wrote.
It's not *truly* simultaneous report, although at this point, she has all their papers so they can't change their answers.
I like the pingpong ball idea!
-M
From: Dee Fink [mailto:[log in to unmask]]
Sent: Friday, September 03, 2010 10:07 AM
To: Sweet, Michael S; TBL Listserv
Subject: Re: ways to structure team based applications
Michael,
Wow, that is such a great example of a TBL application exercise in the Humanities, where professors often have trouble thinking of ways to create applications for TBL. Those questions are challenging and represent good "history thinking."
One Question:
These are mostly "short-essay" questions, meaning the teams cannot hold up a number card to compare answers.
So, how do you get INTER-team dialogue going, about their respective answers?
My first thought is: Use Larry Michaelsen's "pingpong ball" procedure.
You may be familiar with that. If not, he puts the numbers of the teams on pingpong balls, and puts them into a bowl. Then, in class on such occasions, he picks one out, asks that team to read its answer to a question.
Then he tells the whole class that he will use their answer as "the" correct answer and judge all other team answers in terms of that answer - UNLESS that answer gets challenged, then and there.
As you can imagine, any team that has a different answer immediately (and vociferously) challenges the original "answer." Eventually the class has to choose which answer they collectively think is best.
Are there other good ways to process short-answer team answers?
Thanks, Dee
On Fri, Sep 3, 2010 at 9:49 AM, Sweet, Michael S <[log in to unmask]> wrote:
Duane,
Basically, think in terms of case-based decisions. The basic template is "Given THIS, students must decide THAT."
There need not necessarily be a "right" answer, and therefore these don't necessarily have to be graded.
Don't know if you've seen the video in which the history teacher describes how she has students make decisions to build arguments, but just in case, the video is here:
http://magenta.cit.utexas.edu/largeclasses/#tbl
. . .and I've attached the "template" she describes in the video for you to must upon at your leisure.
There's lots of ways to do build Application activities, and it is the most creative part of implementing TBL, I think.
As Jim likes to say "This is the part of TBL where you spend the most time staring out the window. . . . " :-)
-M
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Stock, Duane R.
Sent: Thursday, September 02, 2010 9:34 AM
To: [log in to unmask]
Subject: ways to structure team based applications
I am looking for sources to help construct team based applications. (How to word questions, etc.)
I have read Chap. 3 in the book by Michaelsen,Fink, Knight.
Advice such as
"Make-a-specific-choice" , do NOT just "make a list " are great.
But I am looking for further advice and examples.
Any articles or book chapters useful in this context?
Thanks in advance.
Duane R. Stock, Price Investments Professor
205A Adams Hall
Price College of Business
University of Oklahoma
Norman, OK 73019
work email: [log in to unmask]
home email: [log in to unmask]
work fax: 405.325.7688
work phone: 405.325.5690
home phone: 405.364.5347
cell phone: 405.808.9344
home address: 4112 Harrogate Drive
Norman, OK 73072
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***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]
Website: www.finkconsulting.info
**National Project Director: Teaching & Curriculum Improvement (TCI) Project
**Senior Associate, Dee Fink & Associates Consulting Services
**Author of: Creating Significant Learning Experiences
**Former President of the POD Network in Higher Education (2004-2005)
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