Anna,
Another thing you might try in a hybrid format that has worked well for
me is problem-based learning. I tried this last spring in my Genetics
class, and it worked very well. We used class time to start off the
problem, and then periodically to regroup, ask more questions, etc.
Much of the research and compilation of information was done online in
their team discussion forums. We ended with an in-class role play that
tied everything together. All of the above was done as teams; at the
end of the sequence, I asked each student to individually write a
reflection on the process so I could get some feedback, as I hadn't
tried this before. Students found this activity one of the best parts
of a class they overall enjoyed very much.
If you'd like more info, you are welcome to email me.
Fran
Anna Rubin wrote:
> Andrew Finn's materials are very helpful! I'd appreciate some quick
> feedback, for any who have time-- I'm teaching a winter term Intro to
> Music class. There are 14 kids so that will easily break into 2 teams.
> It's a hybrid class. For an online component -- Do you think an
> appropriate individual assignment is to write a 7-10 sentence paragraph
> on, 1st, a favorite short piece, then as we plow thru stylistic periods,
> they'd have to write on e.g., comparing medieval chant to a baroque
> piece and also to respond with questions/comments on at least 2 team
> members' paragraphs?
>
> And for a team project, to compile a team outline/report on a short
> piece not covered in the text? The format would be a brief timeline of
> the piece noting big shifts in dynamics, instrumentation, climax areas,
> main themes. A 3-min piece or section would need only a 1-page
> description in this mode and hopefully not be able to be parceled out.
> Thanks for your input as you are able --
>
> Anna Rubin
>
>
>
> On Dec 29, 2007, at 1:54 PM, Andrew Finn wrote:
>
>> At 08:49 AM 12/29/2007, you wrote:
>>> Something else that's missing from the "health" TBL book is the
>>> "Setting Grade Weights" exercise, with which the class determines the
>>> weights of the various types of evaluation. Is this exercise
>>> available elsewhere, preferably online?
>>>
>>> To reduce the math involved, my own inclination is to weight by
>>> providing different numbers of points for different things, rather
>>> than getting into percentages. For example, an IRAT question might be
>>> worth 1 point, GRAT 1, and end-of-topic 3. But that's what I would
>>> let the students decide, I guess.
>>
>> Lane,
>>
>> Here are forms I use when running the Setting Grade Weights exercise:
>> - the Word document allows (requires) the teams to come to class with
>> their initial decisions set
>> - the spreadsheet is displayed in class to show the teams the class
>> average (I've erased the formulae)
>> - the initial breakdown of 1000 points in the syllabus gives the
>> students a general guide as to my view, which they can adjust in teh
>> Setting Grade Weights exercise
>>
>> I found this level of organization necessary since I was using 40 or
>> so teams in this class. You can adapt it for any number, of course.
>>
>> My biggest challenges with incorporating the 'Setting Grade Weights'
>> component of TBL were:
>> - how to explain it to the students clearly and simply
>> - what "stake" to put in the ground at the beginning of the semester
>> - i.e., what percentages do we START with, so students see how their
>> grade is calculated
>>
>> So what I do is:
>> - pick MY initial breakdown of points (and tell them if the class
>> can't agree on Grade weights in one in-class session, we will revert
>> to my initial point distribution)
>> - use the forms attached to this message to run the exercise
>> - update the syllabus and re-distribute this new point distribution
>> after the exercise
>>
>> BTW, virtually every class begins thinking that there is too much at
>> stake for "team" points. And virtually every class ends up increasing
>> the "team" points when they talk through the issues in Setting Grade
>> Weights! (As Larry intended it to go, I believe. Then THEY'RE
>> responsible for the choice, and you have buy-in!)
>>
>> Hope this is helpful.
>>
>> Andy
>>
>> <><><><><><><><><><><><><><><><><><><><><><><><><><>
>> /Ignorance more frequently begets confidence than does knowledge.
>> /
>>
>> - Charles Darwin (1809-1882)
>> <><><><><><><><><><><><><><><><><><><><><><><><><><>
>> *T. Andrew Finn
>> *Visiting Associate Professor
>> Department of Communication (3d6)
>> George Mason University, 4400 University Drive, Fairfax, VA 22030
>>
>> Office: Thompson 109d
>> Dr. Finn's mailbox is in Thompson 212 (the Comm. Dept. office)
>> 703-993-4387 (office)
>> 703-993-1096 (office fax)
>> E-mail: [log in to unmask] <mailto:[log in to unmask]>
>> Web Site: http://mason.gmu.edu/~afinn/
>> <><><><><><><><><><><><><><><><><><><><><><><><><><> <Comm 250 Teams
>> 1st Cut at Grade Weights.doc><comm250 setting grade weights
>> TEMPLATE.xls><comm250 f2003 syllabus - points and gradeweights section
>> only.doc><comm250 f2003 syllabus.doc>
>
--
Francine S. Glazer, Ph.D.
Professor, Biological Sciences
Kean University
Union NJ 07083
Ph: 908-737-3661
Fx: 908-737-3666
http://www.kean.edu/~fglazer
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