Lara:
It seems that both of your courses build on some prior learning. I give my
first RAT at the beginning of the second week (after giving only a
demonstration RAT during the first week). This RAT covers some reading
which is mostly review material, covering what they should know upon
entering my class, but may be rusty on.
This helps me cover the prerequisites or basic skills for the course and
students seem to be OK with this. If anything, they like early RATs because
the IF-AT forms are fun and the team building is fun.
Best,
Fritz Laux
Associate Professor of Economics
> -----Original Message-----
> From: Team Learning Discussion List [mailto:[log in to unmask]]
> On Behalf Of Lara Triona
> Sent: Tuesday, July 08, 2008 10:57 AM
> To: [log in to unmask]
> Subject: distributing readings & RAT
>
> Hello,
>
> My question is related to the distribution of course reading materials
> and the RAT. Too-frequent use of the RAT causes students to memorize
> rather than apply concepts. Therefore, each RAT covers a unit, which
> in my case would be a few chapters worth of material. However, I am
> concerned that it is inappropriate to assign more than one chapter for
> prereading for a single class session, especially for the second class
> session.
>
> How do those of you currently using TBL techniques organize reading
> assignments? * Do you cover only six chapters?
> * Assign multiple chapters for prereading for RAT days?
> * Do other in-class activities before first RAT?
>
> I appreciate information about your experience and any suggestions you can
> give.
>
> A bit about myself:
> I am an assistant professor in psychology. I was recently was
> introduced to "Team-Based Learning" (TBL) techniques through the
> Academe newsletter, Sweet & Michaelson 07 Ed Psy Rev article, and the
> teambasedlearning.org website.
>
> For the past year, prior to learning about the TBL techniques, the
> primary use of class time has been in discussion groups (same group
> for 8 weeks, assigning roles which change each session based on Millis
> & Cottell 1998). But I have encountered some of the problems that are
> addressed by TBL (social loafing, lack of engagement/excitement). I am
> interested in using TBL techniques (RAT & application activities) to
> help students actively engage with the course material (upper
> division developmental psych & lower division research methods).
>
> In the past, to enforce class preparation I required completion of an
> individual assignment for every chapter (answering several questions
> that guide student's reading). In class students would discuss
> "thought-provoking" questions that applied or extended the material
> from that chapter and then the next class session we would move onto
> the next chapter. I now realize that the repetitive nature of this
> class organization taxes students motivation and leads to burnout for
> both the students and myself. In addition to this content coverage in
> class, students apply content by conducting a separate
> group/individual research project: in groups students design study,
> collect data, and analyze findings and then individually write a
> research report.
>
> best regards,
> -Lara
> ___________________
> Lara M. Triona, Ph.D.
> Assistant Professor
> CSU Fresno, Psychology Department
> 2576 E. San Ramon ST11
> Fresno, CA 93740
>
> [log in to unmask]
> office: 559.278-3043
> fax: 559.278-7910
> http://psych.csufresno.edu/
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