Sorry, I didn't post all this to the list originally because I didn't
want to clog up everyone's mailboxes. But since you've asked, here's
what I said and sent in response to to Lori Bell's questions. Please
keep in mind that a lot of what I've done w/r/t TBL is in response to
suggestions from many of you... Larry Michaelsen, Harry Meeuwsen, David
Smith, among others. Credit and thanks for the ideas/suggestions goes
to them. Karla
-----Original Message-----
From: Kubitz, Karla
Sent: Tuesday, November 16, 2004 12:59 PM
To: 'Lori Bell'
Subject: RE: New with questions
BELOW are my thoughts... keep in mind that I'm still fairly new to TBL
(coming up on my 1 year anniversary w/r/t using it). ALSO, I've
attached a bunch of stuff that illustrates what I've done so far w/r/t
implementing TBL in my classes... a copy of my syllabus, a copy of a
RAT, a copy of the instructions for an integrative assignment (several
chapters), a copy of the grading rubric that I use for the integrative
assignments, and a copy of the slides for a topic specific assignment
(1-2 chapters). Hope it's helpful. Karla
-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]]
On Behalf Of Lori Bell
Sent: Tuesday, November 16, 2004 10:37 AM
To: [log in to unmask]
Subject: New with questions
Hello to everyone
I have just finished reading the book on TBL and was impressed.
However, I am not clear on a number of items and request your help. I
am going to trial run this in my Economic Development course in the
spring and I have divided the text and am in the process of writing
study guides and RATS
(quizzes?) on those sections. First question....how long are those RATS
and in what format? Multiple choice is what I am understanding so far.
Is this correct?
I USE RATS THAT ARE 10-12 QUESTIONS LONG. THEY ARE MULTIPLE CHOICE.
THAT WAY THE TEAMS GET TO DISCUSS THE PROS AND CONS OF THE ALTERNATIVES.
I USED TBL WITH A 50 MINUTE CLASS LAST SPRING. IT TOOK MOST OF ONE
PERIOD TO DO A RAT... INCLUDING A BIT OF PRE-RAT DISCUSSION (I ALLOW
EACH TEAM TO POSE A QUESTION PRIOR TO THE RAT... OR IF THEY DON'T, I
POSE ONE TO THEM) AND TIME FOR ORGANIZING (OR DOING) THE APPEALS.
This class is MWF for fifty minutes which I realize is short but I live
with what I am given so how much time for these and for the group do you
think?
Then what I thought I would do is focus on one country.......say Vietnam
for this semester because I am very familiar with that country and have
them work in groups to suggest policy for a particular issue (such as
urban giantism, population, rural development) based on research they
are asked to do outside of class. I don't think that asking the
students to grade each others work or assess the quality will work here.
This is a VERY SMALL college, 650 students, and they are for the most
part good friends with one another. They are all in the same classes
etc. So how to assess the group work would be another question.
I'LL ATTACH A COPY OF THE INTEGRATIVE ASSIGNMENTS I USE IN MY CLASSES
FOR SOME IDEAS FOR YOU. IS IT POSSIBLE THAT STUDENTS COULD CRITIQUE
EACH OTHER'S WORK ANONYMOUSLY? I POST THE CONCEPT MAPS THAT MY TEAMS
HAVE CREATED ANONYMOUSLY AND THEY POST KUDOS AND KVETCHES ON THEM. AT
MICHALSEN'S SUGGESTION, I ALSO CREATE A MAP OR TWO THAT THEY CRITIQUE
ALONG WITH THE REST. NOONE KNOWS WHOSE MAPS ARE WHOSE AND MINE OFTEN
HAVE 'MISTAKES' IN THEM THAT ARE GOOD KVETCES FOR THOSE OBSERVANT ENOUGH
TO 'CATCH' THEM.
AS FOR ASSESSING THE MAPS, I'M STILL WORKING ON FINE TUNING THAT, BUT
I'VE CREATED A RUBRIC THAT SEEMS TO WORK REASONABLY WELL RIGHT NOW.
Finally, for a final group project, I would like to have them choose
another less developed country and write a report considering each of
the issues they considered for Vietnam.
Too much, not enough. Should I give a mid term and a final also.......?
THESE ARE GOOD QUESTIONS. I'LL ATTACH A COURSE OUTLINE FROM ONE OF MY
CLASSES. I CURRENTLY HAVE 3 INTEGRTIVE ASSIGNMENTS (TEAM AND
INDIVIDUAL) AND A FINAL EXAM. I USUALLY HAVE 7-9 RATS. THE DAYS IN
BETWEEN RATS AND INTEGRATIVE ASSIGNMENTS ARE TOPIC SPECIFIC ASSIGNMENTS
AND AREN'T GRADED (OTHER THAN WHETHER THEY ARE TURNED IN IN CLASS OR
NOT). I DID HAVE THEM RE-TAKE ALL THE RATS AT MIDTERM FOR BONUS
POINTS... JUST BECAUSE I WAS CURIOUS TO SEE HOW THEY'D DO... NO
STUDYING... COMPLETE SURPRISE. THEY GOT ABOUT 70% WHICH I THOUGHT WAS
PRETTY GOOD.
Also, Tickets to class are a concept I got from Mweesen's posting about
his class on the TBL website. It's something that I ask the student's
to do prior to class (on the non-RAT days) that 'ostensibly' prepares
them for the topic specific assignments we'll do in class that day. In
the 355 class that I sent the stuff from, I use the TTCs as a way to be
sure that they've read the case study that we'll be focusing on that
day. I also use them as a way to reward attendance on non-RAT days.
There's a tendency for attendance to drop on non-RAT days. That's also
probably a signal that I need to work on my activities that day so that
they'll draw better. Then we usually do something in class that has
them apply the course material to that case. I''m not sure how
successful (or even necessary they are). The students seem to see them
as busy work... though that may be my fault.
Any help is greatly appreciated.
Lori D. Bell, Ph.D.
Economics Professor
Blackburn College
Department of Business and Economics
I refuse to believe I am a piece of dust scuttering through uncaring
space. I believe I count--that I have work to do--that there is need of
me... With my last breath, I sing a psalm.
- Rita Duskin
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