Alex,
I've never taught law using TBL, but I have taught a few years with TBL and I did make it through law school. So, I give this a shot.
RATS are more hornbook law oriented. For ICAs you're basically doing a regular class but with much of discussion in team. Then intermittently have teams argue with other teams with prof as moderator, or standard Socratic dialogue between prof and a team. Big trick is getting teams wanting to compete. Shouldn't be a problem in law school.
Vance Fried
Oklahoma State University
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Alexandra Albright
Sent: Tuesday, May 19, 2009 3:23 PM
To: [log in to unmask]
Subject: Re: Your advice re: RAT difficulty & enforced curves?
I'm new to TBL--just did it in a portion of my class last semester.
For the RAT questions--should they be limited to definitions, rules, and
basic application? My students complained that my RAT was too hard and
in retrospect, I think I wrote them to allow me to generate lots of
discussion. Now I think perhaps best to hope all of these answered
correctly, indicating students are ready to do more complicated tasks,
which can be done in the Application Exercises.
Thoughts?
Alex Albright
Univ of Texas Law
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On
Behalf Of [log in to unmask]
Sent: Tuesday, May 19, 2009 3:16 PM
To: [log in to unmask]
Subject: Re: Your advice re: RAT difficulty & enforced curves?
My individual RAT scores mostly fall between 60 and 75, and certainly no
higher than 80. My team scores typically fall between 85 and 100, (less
at the higher end in more advanced classes).
I think it is important for faculty new to TBL not to be afraid of these
"low" individual scores. If the tests are too easy, there is little
need
for discussion, resulting in less team building, and less new learning.
In order to alleviate student concerns about "low" individual RAT
scores,
I remind them: (1) RATs are a small part of the overall grade, (2) their
purpose is to get students to prepare for class (hence "readiness
assessment"), (3) the process allows us to spend more time on
application
and interesting activities during class time, rather than having me
review
a bunch of defintions and terms in class, and (4) since my individual
and
team RAT scores tend to about balance in terms of their contribution to
students' final grade, the average of say, 70 on individual and 90 on a
team RAT is still a low B, not a bad grade.
Molly Espey
Applied Economics and Statistics
Clemson University
> Colleagues,
>
> RAT DIFFICUTLY
> I am curious what folks' current recommendations to new folks are re:
how
> difficult to make RAT questions. I think at the conference someone
(might
> have been Larry) recommended targeting performance levels of 60-80%
for
> individuals and 70-90% for teams. When you are helping someone new
get
> started, is this compatible the advice you give them?
>
> ENFORCED CURVES
> Some folks have curves enforced upon them by their departments or
schools.
> Does anyone out there have experience with setting up their TBL
> experience so it can "play nice" with an externally-enforced curve?
> Sophie Sparrow posted about this a while back and I am not sure if the
> conversation went private or if it just never got picked up.
>
> Even if you don't have experience with fitting your own TBL teaching
into
> an external curve, any help brainstorming the issue or practical
advice
> will be greatly appreciated! :-)
>
> -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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