MAILING LISTS

Ideas off the top of my head

Use your CMS for the IRAT....might help classroom logistics for RATs

We divide our big classes (not as big as this class) into number of
divisions (we have team A1-5,B1-5, etc)....it helps us in the reporting
to ensure that we at least engage different parts of the classroom. I
think engagement during reporting will be your biggest issue since one
person from one group will be talking at any one time. We have talked
about having the division reach a consensus decision and then do the
reporting by division.....have quite figured out how that would
work....yet.....we have also tried to think of ways to foster
inter-division competition (bonus points, status....who knows) to
increase engagement during reporting.

I have been talking to PRS (classroom response system) about the
possibility of displaying results on a classroom map (i.e. a clicker per
group)....this would let students and instructor quickly see the
diversity of thinking between groups (since you will
have....uuuugh....55+ groups)

I will be VERY interested on how this works out.

Jim






-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]]
On Behalf Of Michael Sweet
Sent: Thursday, March 30, 2006 9:52 AM
To: [log in to unmask]
Subject: TBL scalability put to the test

Hey Everyone,

I am about to start co-piloting for an instructor who wants to implement
TBL in her class of 380.

The class is "Theater for Non-Majors" with no discussion sections, just
lecture.  So, you can imagine how seriously most students take the
class.

I suggested TBL as a way to engage the students and decrease the
anonymity of their experience.

Beyond the wonderful info in the TBL book, has anyone implemented TBL
recently in a class that large?  If so, any suggestions or
lessons-learned?

-M


Michael Sweet
Instructional Consultant
Division of Instructional Innovation and Assessment The University of
Texas at Austin
MAI 2206   Mail Code: G2100
Austin, TX. 78712
http://www.utexas.edu/academic/diia/