Just an added note: The RAT does not have to cover everything the students have been responsible for in preparing for class. If you hit the critical highlights in 5 (or 10) questions, the students should be able to bring up and recall the other concepts during the application exercise portion of the process. That way if even one student recalls a critical concept needed for the application, the rest of the team will learn, which is, after all, the basis of TEAM-based learning.
Best of luck!
Lauren
Lauren A. Vicker, Ph.D., Communications Professor Emeritus
St. John Fisher College
Rochester, New York, USA
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Check out resources from Making Team Projects Work:
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From: Team-Based Learning <[log in to unmask]> On Behalf Of Sibley, James Edward
Sent: Friday, February 4, 2022 7:08 PM
To: [log in to unmask]
Subject: Re: Mini RAP?
One last comment about having to cover 7 things
Larry gave me the advice ask about the intersection of two ideas….that way you don’t need 2 questions to cover 2 ideas
What perspective applies to this situation? Could cover 2 or 3 at same time
Jim
Jim and Amanda from home
Here is a quick reply from my iPad
On Feb 4, 2022, at 4:04 PM, Sibley, James Edward <[log in to unmask]<mailto:[log in to unmask]>> wrote:
In our 1200 student Introduction to Engineering We do IRATs online before class - mostly simple recall then do 5 question TRAT -mostly light application question Using a timed PowerPoint - so TRAT is over in 7.5 minutes with distributing and collecting cards and discussion we are done in 15 minutes
Jim
Jim and Amanda from home
Here is a quick reply from my iPad
On Feb 4, 2022, at 3:36 PM, Herbert Coleman <[log in to unmask]<mailto:[log in to unmask]>> wrote:
So I just responded to my student evals from the fall. As usual, the more vocal students railed against the RAP. Even though we spent two weeks going over the syllabus and I explained the rationale for both the RAP and formative assessment, they still questioned the testing before lecturing (btw I do provide a brief study guide with instructions like "be able to tell the difference between...").
I explain the rationale to the powers that be and the students even parrot that I don't lecture over what they already know. In the spirit of academic freedom, I feel I have cover.
I was thinking the other day about another idea. So first let me say that my IRQ/TRQ's (i label them quizzes to try to reduce the tension) are prolly too long. I have reduced some to 20 items but 25-30 is my norm. I'm totally convinced 30 is too long because they barely finish in a single class period.
For some reason, during the last RAP, I flashed on the idea of a mini RAP. What if the IRQ/TRQ was only 5 questions? the individual would take less than 10 min. The team would take less than 30 min. including appeals. I could review and even do a mini Application Exercise within the class period. This might be one way to go in deep on a particular topic. Has anyone tried something similar? I have when I did workshops for faculty on TBL but I haven't with a regular class. Any thoughts?
--
Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
RETIRED--Dir. Campus Technology Services
Austin Community College
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(512) 223-1790 ext. 22162
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