Thanks to all who have replied so far. It is really neat to see the
variety and yet the consistency across responses. I compiled the
responses in a table (doc format) that is attached if you are
interested.
best regards,
-Lara
>> -----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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