Hi
I number of people requested the PowerPoint…here it is
We do use different questions for tRAT than iRAT…we ask slightly harder questions on tRAT that will generate more discussion
Our iRAT questions are embedded in short videos (typically 2 x 6 minutes each week) to prepare for the week and connected to the gradebook in our course management system using SCORM. The iRAT question tend to lower level retrieval practice focus
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Jim Sibley
Director
[id:[log in to unmask]]
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia
CEME 1214-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>
Check out my book Getting Started with Team–Based Learning<http://www.learntbl.ca/>
Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca/>
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From: Team-Based Learning <[log in to unmask]> on behalf of "Bradetich, Judith" <[log in to unmask]>
Reply-To: "Bradetich, Judith" <[log in to unmask]>
Date: Friday, July 6, 2018 at 11:13 AM
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: [EXT] Class size and workload
Hi Peter,
I’ve been using TBL in my undergraduate Human Development courses for several years. Many range in size from 80 to 100 or so students. TBL preparation in terms of course content/activities is generally about the same as for smaller courses, of course. At times, I’ve had to change up how I run Gallery Walks – depending on the room configuration and # of groups. When I’ve had larger #s of groups (more than 15), I’ll ask them to look at a limited # of posters and pick a “best” from those… and then we’ve had discussions comparing strengths of those initial “picks”.
Sincerely,
Judi
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Clapp, Peter A
Sent: Friday, July 6, 2018 12:20 PM
To: [log in to unmask]
Subject: [EXT] Class size and workload
Hi everyone,
I’ve been wrestling with a thought on teaching workload in the TBL classroom, and I was hoping someone would help by brainstorming ideas or pointing me to available information on the subject.
The question: does faculty work/effort change significantly with larger class sizes in a TBL classroom?
Here are some of the assumptions/observations I’m starting with: TBL assessments are easy to grade because the students don’t produce lengthy written papers and most tests are multiple choice (especially for those who use IF-AT cards). Facilitating application activities in a class of 30 takes no less time than facilitating application activities in a class of 90. Pre-reading preparation by the faculty member (learning objectives, collecting articles, or pointing to relevant sections of a textbook) can be time-consuming but the amount of effort does not change with larger class sizes.
If room size/fire code dictates smaller classes, then a large cohort may require multiple sections of a class, which would certainly increase faculty effort. Stuffing folders with paper copies of RATs, applications, etc. can increase time if there are more teams.
Thanks in advance for challenging my assumptions, adding to the list of observations, or commenting in general!
Peter Clapp, PhD
Chair, Department of Pharmaceutical Sciences
School of Pharmacy | Rueckert-Hartman College for Health Professions
3333 Regis Blvd., Denver, CO 80221 H-28
P 303.625.1312 | E [log in to unmask]<mailto:[log in to unmask]> | REGIS.EDU
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