And just as I sent it, I noticed that I mistyped the name.
Sorry, Zachary!
Neil
NEIL HAAVE, PhD
Professor
*he/him*
UNIVERSITY OF ALBERTA
Department of Science
Augustana Faculty
Science Wing, Classroom Building
Camrose, AB Canada T4V 2R3
T 780.679.1506
[image: University of Alberta Logo] <https://www.ualberta.ca/index.html>
The University of Alberta respectfully acknowledges
that we are situated on Treaty 6 territory, traditional
lands of First Nations and Métis people.
[image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn]
<https://www.linkedin.com/in/neilhaave> [image: Orchid]
<https://orcid.org/0000-0003-4571-5424>
[image: A button with "Hear my name" text for name playback in email
signature] <https://www.name-coach.com/neil-haave>
On Fri, Nov 3, 2023 at 9:31 AM Neil Haave <[log in to unmask]> wrote:
> Fascinating work, Joel. Thanks for sharing. I think this is an area that
> warrants further research. I would love to read research that investigates
> this issue in the context of equity and the impact of formative assessments
> for marks (or not) on marginalized students.
>
> Cheers,
>
> Neil
>
> NEIL HAAVE, PhD
> Professor
>
> *he/him*
>
> UNIVERSITY OF ALBERTA
>
> Department of Science
> Augustana Faculty
>
> Science Wing, Classroom Building
> Camrose, AB Canada T4V 2R3
> T 780.679.1506
>
> [image: University of Alberta Logo] <https://www.ualberta.ca/index.html>
>
> The University of Alberta respectfully acknowledges
> that we are situated on Treaty 6 territory, traditional
> lands of First Nations and Métis people.
>
> [image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn]
> <https://www.linkedin.com/in/neilhaave> [image: Orchid]
> <https://orcid.org/0000-0003-4571-5424>
> [image: A button with "Hear my name" text for name playback in email
> signature] <https://www.name-coach.com/neil-haave>
>
>
>
> On Fri, Nov 3, 2023 at 7:01 AM Noel, Zachary <
> [log in to unmask]> wrote:
>
>> All,
>>
>> Thanks for the great discussion around the topic of formative vs
>> summative assessments and weighting of various TBL components. I wanted to
>> share some related work that we've recently done in this area, in case it's
>> of interest to the group...
>>
>> In short, we recently conducted a 2x2 crossover study in which students
>> were randomized to either a graded or ungraded iRAT at the start of the
>> semester. At the midpoint in the course, students crossed over to the other
>> grading condition. We found a modest reduction in iRAT scores in the
>> ungraded group (72% vs 68%' p = 0.011), no difference in examination
>> performance, no difference in tRAT scores, and no difference in students'
>> achievement goals. We've submitted our results for publication but are
>> waiting on peer review -- I've attached a poster of our findings as well as
>> the drafted manuscript in case you're interested in reading more.
>>
>> FWIW, we did explore students' self-reported study time and found no
>> difference when the iRAT was graded versus ungraded. We did, however, find
>> that students in the ungraded condition spent ~20% less time taking the
>> iRAT -- whether that is because they were less prepared and just selected
>> an answer or simply didn't have enough "stake" in the game, I don't know.
>>
>> I'll also state that these findings should be interpreted cautiously
>> within other educational contexts. For example, ungraded iRATs in an
>> undergraduate course are likely to produce very different results. I even
>> argue that if we were to perform the same study in first year pharmacy
>> student (as opposed to second or third year) that the results would likely
>> be different. It's a very nuanced discussion!
>>
>> *Zachary Noel, PharmD, PhD, BCCP*
>>
>> Teaching Associate Professor
>>
>> University of North Carolina Eshelman School of Pharmacy
>>
>>
>> *Need to meet? Book a meeting * *here
>> <[log in to unmask]" target="_blank">https:[log in to unmask]>.*
>>
>> ------------------------------
>> *From:* Team-Based Learning <[log in to unmask]> on behalf of
>> TEAMLEARNING-L automatic digest system <[log in to unmask]>
>> *Sent:* Friday, November 3, 2023 3:00 AM
>> *To:* [log in to unmask] <[log in to unmask]>
>> *Subject:* TEAMLEARNING-L Digest - 1 Nov 2023 to 2 Nov 2023 (#2023-47)
>>
>> There are 2 messages totaling 2673 lines in this issue.
>>
>> Topics of the day:
>>
>> 1. Application exercices
>> 2. Fwd: Application exercices
>>
>> ########################################################################
>>
>> To unsubscribe from the TEAMLEARNING-L list, please click the following
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>> http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>>
>> Further information about the UBC Mailing Lists service can be found on
>> the UBC IT website.
>>
>> ----------------------------------------------------------------------
>>
>> Date: Thu, 2 Nov 2023 09:16:32 +0000
>> From: Steve Cayzer <[log in to unmask]>
>> Subject: Re: Application exercices
>>
>> This inspired me to consider a small piece of research – I have the
>> perfect setup of the same cohort studying 2 TBL courses, one with formative
>> RATS/application exercises, one with summative. So a ‘compare and contrast’
>> should be interesting.
>>
>> If anyone is interested in this, or has experience and/or wisdom to
>> share, please do get in touch
>>
>> Bw
>>
>> Steve
>>
>> From: Team-Based Learning <[log in to unmask]> On Behalf Of
>> Neil Haave
>> Sent: 27 October 2023 02:13
>> To: [log in to unmask]
>> Subject: Re: Application exercices
>>
>> CAUTION: This email came from outside of the University. To keep your
>> account safe, only click on links and open attachments if you know the
>> person who sent the email, or you expected to receive this communication.
>>
>>
>> Hi Charles,
>>
>> I used to think this way, also until I read this book with our SoTL
>> Journal Club last year:
>>
>> Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It
>> Can Transform Schools and Classrooms<https://gradingforequity.org/>
>>
>> In that book, Feldman argues persuasively that formative assignments
>> should not count toward students' final grade if we are encouraging
>> students to take risks test-driving their learning. I haven't made the TBL
>> components zero as he would argue, but it certainly made me rethink that
>> formative assignments should not be weighted highly toward students' final
>> grades.
>>
>> The book is worth reading. It really pushed me to think about my
>> assumptions around assessment and grading in the context of equity.
>>
>> Cheers,
>>
>> Neil
>>
>>
>> NEIL HAAVE, PhD
>> Professor
>> he/him
>> UNIVERSITY OF ALBERTA
>>
>> Department of Science
>> Augustana Faculty
>>
>> Science Wing, Classroom Building
>> Camrose, AB Canada T4V 2R3
>> T 780.679.1506
>>
>> [University of Alberta Logo]<https://www.ualberta.ca/index.html>
>>
>> The University of Alberta respectfully acknowledges
>> that we are situated on Treaty 6 territory, traditional
>> lands of First Nations and Métis people.
>>
>> [Twitter]<https://twitter.com/nhaave> [LinkedIn] <
>> https://www.linkedin.com/in/neilhaave> [Orchid] <
>> https://orcid.org/0000-0003-4571-5424>
>> [A button with "Hear my name" text for name playback in email signature]<
>> https://www.name-coach.com/neil-haave>
>>
>>
>>
>> On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <
>> [log in to unmask]<mailto:
>> [log in to unmask]>> wrote:
>> To Genevieve and others,
>>
>> For those of you who are grading the IRAT/GRAT as a very low percentage
>> of the final grade, I assume you are doing so to try and minimize stress
>> and make sessiona more formative and less summative in nature. Some of you
>> may not have much leverage as the University/school may require you to
>> weigh the summative or final exams higher than the TBL ‘tests’ (and thus
>> make them much higher stakes).
>>
>> I would encourage you think of this a bit differently if possible. Since,
>> TBL requires students to come to class prepared and having gone through the
>> pre-reading materials thoroughly, than the assessment should be weighted
>> sufficiently. If you want students to spend valuable time working with
>> each other on complex topics, and you want them to be held accountable for
>> their learning but also be rewarded for all the work they do, than
>> increasing the weightage of the tests is a really good idea. One question
>> you may wish to ask is, “how much time are students spending on these
>> activities” and “are we weighing the TBL session exams to reflect this’”?
>>
>> In a previous organization I worked for (medical) we weighed TBL sessions
>> (the IRAT/GRAT and Application) quite high as a total percentage of the
>> entire course (sorry do not remember the exact percentage). TBL demands a
>> large amount of work and measures so much (critical thinking, feedback,
>> knowledge, communication skills, etc.). Why not value all of this by
>> ensuring that they are given lots of credit for doing this work. Also, if
>> you think (and I suspect, we all do) that TBL is a rewarding but also
>> powerful tool for student learning, then a larger weighting of this
>> outcome, only seems natural.
>>
>> I know this is complicated by the number of total sessions that your
>> course has, the number of external exams students take, and other types of
>> assessments students may take in any given course.
>>
>> Thanks,
>> Charles
>>
>> [cid:image001.jpg@01DA0D62.29179B60]<https://mdschool.tcu.edu/>
>>
>> CHARLES GULLO, PHD
>> Assistant Dean of Faculty Development
>> Associate Professor – Medical Education
>> TCU BOX 297085
>> FORT WORTH, TX 76129
>> (o) 817- 257 - 8447
>> [log in to unmask]<mailto:[log in to unmask] <[log in to unmask]>>
>>
>>
>>
>> From: Team-Based Learning <[log in to unmask]<mailto:
>> [log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
>> Sent: Wednesday, October 25, 2023 8:39 PM
>> To: [log in to unmask]<mailto:[log in to unmask]>
>> Subject: Re: Application exercices
>>
>>
>> [EXTERNAL EMAIL WARNING] DO NOT CLICK LINKS or open attachments unless
>> you recognize the sender and know the content is safe.
>> Thank you all the answer. It helps!
>>
>> Last question (for the moment 😉
>>
>> IRAT + TRAT = what is the weight of those tests in the final grade of
>> your students?
>>
>> For exemple, for us:
>>
>> Final grade:
>>
>> 90% is the final exam of the course
>> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
>> tests).
>>
>> I am curious to know what others are doing.
>>
>> Best regards,
>>
>> Geneviève
>>
>>
>>
>> Geneviève Benoit
>>
>> Professeur agrégé de clinique, Service de néphrologie
>> Directrice du programme de néphrologie pédiatrique
>> Département de pédiatrie
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>> ________________________________
>> De : Team-Based Learning <[log in to unmask]<mailto:
>> [log in to unmask]>> de la part de John Gotwals <
>> [log in to unmask]<mailto:
>> [log in to unmask]>>
>> Envoyé : 24 octobre 2023 21:48
>> À : [log in to unmask]<mailto:[log in to unmask]> <
>> [log in to unmask]<mailto:[log in to unmask]>>
>> Objet : Re: Application exercices
>>
>>
>> Avertissement automatisé : Ce courriel provient de l'extérieur de votre
>> organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne
>> reconnaissez pas l'expéditeur.
>>
>>
>> If it's a case study that applies across a decent portion of the module,
>> I sometimes include it as a prework item (and, as a result, of the iRAT and
>> tRAT as well)...
>>
>> John
>>
>> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
>> [log in to unmask]<mailto:
>> [log in to unmask]>> wrote:
>>
>> Hi Genevieve,
>>
>>
>>
>> I have had the same issue with longer scenarios or video-based
>> activities. I decided to send out the scenario or video, but not the
>> questions, before the activity. That way, students who want to review the
>> scenario or watch the video in advance may do so, but they cannot work on
>> the questions before class.
>>
>>
>>
>> Hope that helps,
>>
>>
>>
>> Brenda
>>
>>
>>
>> Brenda Vogel, Ph.D.
>>
>> Professor, School of Criminology, Criminal Justice, & Emergency Management
>>
>> NCAA Faculty Athletics Representative
>>
>> Long Beach State University
>>
>> 1250 Bellflower Blvd.
>>
>> Long Beach, CA 90840
>>
>> Office: ET246
>>
>> Email: [log in to unmask]<mailto:[log in to unmask]>
>>
>>
>>
>> From: Team-Based Learning <[log in to unmask]<mailto:
>> [log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
>> Sent: Tuesday, October 24, 2023 4:36 PM
>> To: [log in to unmask]<mailto:[log in to unmask]>
>> Subject: Application exercices
>>
>>
>>
>> You don't often get email from
>> [log in to unmask]<mailto:
>> [log in to unmask]>. Learn why this is
>> important<
>> https://urldefense.com/v3/__https:/aka.ms/LearnAboutSenderIdentification__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kmmXfo9A$
>> >
>>
>> CAUTION: This email was sent from an external source.
>>
>>
>>
>> Hi all,
>>
>>
>>
>> I got a question from a teacher. He was wondering if he could send the
>> application exercise (in our field, it is a 2 pages clinical problem) to
>> the students before the TBL session.
>>
>>
>>
>> The reason he asked if that he found that students are spending to much
>> time reading the clinical scenario during the TBL session; he thought that
>> if students have already done the reading of the clinical scenario at home,
>> they will have more time to focus on the questions of this appplication
>> exercise in class and more time for discussion in class.
>>
>>
>>
>> My first answer would be to suggest not sending the clinical scenario
>> before the class; I suppose some students will already work on it at home
>> and therefore there may be less intra-team/debate in class about the
>> application exercise.
>>
>>
>>
>> What are your thoughts? Any experience on this?
>>
>>
>>
>> Best regards,
>>
>>
>>
>> Geneviève
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> Geneviève Benoit
>>
>>
>>
>> Professeur agrégé de clinique, Service de néphrologie
>>
>> Directrice du programme de néphrologie pédiatrique
>>
>> Département de pédiatrie
>>
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>>
>>
>>
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>> --
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>> (he/him)
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>> School of Kinesiology<
>> https://urldefense.com/v3/__http:/kinesiology.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kqMW6eBu$
>> >
>> Lakehead University<
>> https://urldefense.com/v3/__https:/www.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kiLKScgs$
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>> 955 Oliver Rd.
>> Thunder Bay, Ontario P7B 5E1
>> Canada
>> phone: 807 343-8010 ext 7952
>>
>> [Image removed by sender.]
>> Lakehead University resides on the traditional territory of the Fort
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>> ------------------------------
>>
>> Date: Thu, 2 Nov 2023 15:43:42 -0500
>> From: Larry Michaelsen <[log in to unmask]>
>> Subject: Fwd: Application exercices
>>
>> *******************************
>> Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
>> Emeritus Professor of Management
>> 44 NW 400th Road
>> Warrensburg, MO 64093
>> USA
>> cell phone: +1 (660) 624-4487
>> email: [log in to unmask]
>> For info on:
>> Team-Based Learning (TBL) <www.teambasedlearning.org>
>> *******************************
>>
>>
>> ---------- Forwarded message ---------
>> From: Larry Michaelsen <[log in to unmask]>
>> Date: Thu, Nov 2, 2023 at 3:41 PM
>> Subject: Re: Application exercices
>> To: Neil Haave <[log in to unmask]>
>>
>>
>>
>> *******************************
>> Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
>> Emeritus Professor of Management
>> 44 NW 400th Road
>> Warrensburg, MO 64093
>> USA
>> cell phone: +1 (660) 624-4487
>> email: [log in to unmask]
>> For info on:
>> Team-Based Learning (TBL) <www.teambasedlearning.org>
>> *******************************
>>
>>
>> On Thu, Oct 26, 2023 at 8:14 PM Neil Haave <
>> [log in to unmask]> wrote:
>>
>> > Hi Charles,
>> >
>> > I used to think this way, also until I read this book with our SoTL
>> > Journal Club last year:
>> >
>> > Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How
>> It
>> > Can Transform Schools and Classrooms <https://gradingforequity.org/>
>> >
>> > In that book, Feldman argues persuasively that formative assignments
>> > should not count toward students' final grade if we are encouraging
>> > students to take risks test-driving their learning. I haven't made the
>> TBL
>> > components zero as he would argue, but it certainly made me rethink that
>> > formative assignments should not be weighted highly toward students'
>> final
>> > grades.
>> >
>> > The book is worth reading. It really pushed me to think about my
>> > assumptions around assessment and grading in the context of equity.
>> >
>> > Cheers,
>> >
>> > Neil
>> >
>> > NEIL HAAVE, PhD
>> > Professor
>> >
>> > *he/him*
>> >
>> > UNIVERSITY OF ALBERTA
>> >
>> > Department of Science
>> > Augustana Faculty
>> >
>> > Science Wing, Classroom Building
>> > Camrose, AB Canada T4V 2R3
>> > T 780.679.1506
>> >
>> > [image: University of Alberta Logo] <https://www.ualberta.ca/index.html
>> >
>> >
>> > The University of Alberta respectfully acknowledges
>> > that we are situated on Treaty 6 territory, traditional
>> > lands of First Nations and Métis people.
>> >
>> > [image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn]
>> > <https://www.linkedin.com/in/neilhaave> [image: Orchid]
>> > <https://orcid.org/0000-0003-4571-5424>
>> > [image: A button with "Hear my name" text for name playback in email
>> > signature] <https://www.name-coach.com/neil-haave>
>> >
>> >
>> >
>> > On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <
>> > [log in to unmask]> wrote:
>> >
>> >> To Genevieve and others,
>> >>
>> >>
>> >>
>> >> For those of you who are grading the IRAT/GRAT as a very low percentage
>> >> of the final grade, I assume you are doing so to try and minimize
>> stress
>> >> and make sessiona more formative and less summative in nature. Some of
>> you
>> >> may not have much leverage as the University/school may require you to
>> >> weigh the summative or final exams higher than the TBL ‘tests’ (and
>> thus
>> >> make them much higher stakes).
>> >>
>> >>
>> >>
>> >> I would encourage you think of this a bit differently if possible.
>> Since,
>> >> TBL requires students to come to class prepared and having gone
>> through the
>> >> pre-reading materials thoroughly, than the assessment should be
>> weighted
>> >> sufficiently. If you want students to spend valuable time working with
>> >> each other on complex topics, and you want them to be held accountable
>> for
>> >> their learning but also be rewarded for all the work they do, than
>> >> increasing the weightage of the tests is a really good idea. One
>> question
>> >> you may wish to ask is, “how much time are students spending on these
>> >> activities” and “are we weighing the TBL session exams to reflect
>> this’”?
>> >>
>> >>
>> >>
>> >> In a previous organization I worked for (medical) we weighed TBL
>> sessions
>> >> (the IRAT/GRAT and Application) quite high as a total percentage of the
>> >> entire course (sorry do not remember the exact percentage). TBL
>> demands a
>> >> large amount of work and measures so much (critical thinking, feedback,
>> >> knowledge, communication skills, etc.). Why not value all of this by
>> >> ensuring that they are given lots of credit for doing this work.
>> Also, if
>> >> you think (and I suspect, we all do) that TBL is a rewarding but also
>> >> powerful tool for student learning, then a larger weighting of this
>> >> outcome, only seems natural.
>> >>
>> >>
>> >>
>> >> I know this is complicated by the number of total sessions that your
>> >> course has, the number of external exams students take, and other
>> types of
>> >> assessments students may take in any given course.
>> >>
>> >>
>> >>
>> >> Thanks,
>> >>
>> >> Charles
>> >>
>> >>
>> >>
>> >> <https://mdschool.tcu.edu/>
>> >>
>> >>
>> >>
>> >> *CHARLES GULLO, PHD*
>> >>
>> >> Assistant Dean of Faculty Development
>> >>
>> >> Associate Professor – Medical Education
>> >>
>> >> TCU BOX 297085
>> >>
>> >> FORT WORTH, TX 76129
>> >>
>> >> (o) 817- 257 - 8447
>> >>
>> >> *[log in to unmask] <[log in to unmask]>*
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >> *From:* Team-Based Learning <[log in to unmask]> *On Behalf
>> Of *Geneviève
>> >> Benoit (MED)
>> >> *Sent:* Wednesday, October 25, 2023 8:39 PM
>> >> *To:* [log in to unmask]
>> >> *Subject:* Re: Application exercices
>> >>
>> >>
>> >>
>> >> *[EXTERNAL EMAIL WARNING]* DO NOT CLICK LINKS or open attachments
>> unless
>> >> you recognize the sender and know the content is safe.
>> >>
>> >> Thank you all the answer. It helps!
>> >>
>> >>
>> >>
>> >> Last question (for the moment 😉
>> >>
>> >>
>> >>
>> >> IRAT + TRAT = what is the weight of those tests in the final grade of
>> >> your students?
>> >>
>> >>
>> >>
>> >> For exemple, for us:
>> >>
>> >>
>> >>
>> >> Final grade:
>> >>
>> >>
>> >>
>> >> 90% is the final exam of the course
>> >>
>> >> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
>> >> tests).
>> >>
>> >>
>> >>
>> >> I am curious to know what others are doing.
>> >>
>> >>
>> >>
>> >> Best regards,
>> >>
>> >>
>> >>
>> >> Geneviève
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >> *Geneviève Benoit*
>> >>
>> >>
>> >>
>> >> Professeur agrégé de clinique, Service de néphrologie
>> >>
>> >> Directrice du programme de néphrologie pédiatrique
>> >>
>> >> Département de pédiatrie
>> >>
>> >> CHU Sainte-Justine, Université de Montréal
>> >>
>> >>
>> >>
>> >>
>> >> ------------------------------
>> >>
>> >> *De :* Team-Based Learning <[log in to unmask]> de la part de
>> >> John Gotwals <[log in to unmask]>
>> >> *Envoyé :* 24 octobre 2023 21:48
>> >> *À :* [log in to unmask] <[log in to unmask]>
>> >> *Objet :* Re: Application exercices
>> >>
>> >>
>> >>
>> >>
>> >>
>> >> *Avertissement automatisé :** Ce courriel provient de l'extérieur de
>> >> votre organisation. Ne cliquez pas sur les liens et les pièces jointes
>> si
>> >> vous ne reconnaissez pas l'expéditeur.*
>> >>
>> >>
>> >>
>> >> If it's a case study that applies across a decent portion of the
>> module,
>> >> I sometimes include it as a prework item (and, as a result, of the
>> iRAT and
>> >> tRAT as well)...
>> >>
>> >>
>> >>
>> >> John
>> >>
>> >>
>> >>
>> >> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
>> >> [log in to unmask]> wrote:
>> >>
>> >> Hi Genevieve,
>> >>
>> >>
>> >>
>> >> I have had the same issue with longer scenarios or video-based
>> >> activities. I decided to send out the scenario or video, but not the
>> >> questions, before the activity. That way, students who want to review
>> the
>> >> scenario or watch the video in advance may do so, but they cannot work
>> on
>> >> the questions before class.
>> >>
>> >>
>> >>
>> >> Hope that helps,
>> >>
>> >>
>> >>
>> >> Brenda
>> >>
>> >>
>> >>
>> >> Brenda Vogel, Ph.D.
>> >>
>> >> Professor, School of Criminology, Criminal Justice, & Emergency
>> Management
>> >>
>> >> NCAA Faculty Athletics Representative
>> >>
>> >> Long Beach State University
>> >>
>> >> 1250 Bellflower Blvd.
>> >>
>> >> Long Beach, CA 90840
>> >>
>> >> Office: ET246
>> >>
>> >> Email: [log in to unmask]
>> >>
>> >>
>> >>
>> >> *From:* Team-Based Learning <[log in to unmask]> *On Behalf
>> Of *Geneviève
>> >> Benoit (MED)
>> >> *Sent:* Tuesday, October 24, 2023 4:36 PM
>> >> *To:* [log in to unmask]
>> >> *Subject:* Application exercices
>> >>
>> >>
>> >>
>> >> You don't often get email from
>> >> [log in to unmask] Learn why this is
>> important
>> >> <
>> https://urldefense.com/v3/__https:/aka.ms/LearnAboutSenderIdentification__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kmmXfo9A$
>> >
>> >>
>> >> CAUTION: This email was sent from an external source.
>> >>
>> >>
>> >>
>> >> Hi all,
>> >>
>> >>
>> >>
>> >> I got a question from a teacher. He was wondering if he could send the
>> >> application exercise (in our field, it is a 2 pages clinical problem)
>> to
>> >> the students before the TBL session.
>> >>
>> >>
>> >>
>> >> The reason he asked if that he found that students are spending to much
>> >> time reading the clinical scenario during the TBL session; he thought
>> that
>> >> if students have already done the reading of the clinical scenario at
>> home,
>> >> they will have more time to focus on the questions of this appplication
>> >> exercise in class and more time for discussion in class.
>> >>
>> >>
>> >>
>> >> My first answer would be to suggest not sending the clinical scenario
>> >> before the class; I suppose some students will already work on it at
>> home
>> >> and therefore there may be less intra-team/debate in class about the
>> >> application exercise.
>> >>
>> >>
>> >>
>> >> What are your thoughts? Any experience on this?
>> >>
>> >>
>> >>
>> >> Best regards,
>> >>
>> >>
>> >>
>> >> Geneviève
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >> *Geneviève Benoit*
>> >>
>> >>
>> >>
>> >> Professeur agrégé de clinique, Service de néphrologie
>> >>
>> >> Directrice du programme de néphrologie pédiatrique
>> >>
>> >> Département de pédiatrie
>> >>
>> >> CHU Sainte-Justine, Université de Montréal
>> >>
>> >>
>> >>
>> >>
>> >> ------------------------------
>> >>
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>> >>
>> >>
>> >> --
>> >>
>> >> *********************************
>> >> John K. Gotwals, Ph.D.
>> >> <
>> https://urldefense.com/v3/__https:/www.lakeheadu.ca/users/G/jgotwals/node/17457__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksQIP0V1$
>> >
>> >> (he/him)
>> >>
>> >> Associate Professor
>> >>
>> >> School of Kinesiology
>> >> <
>> https://urldefense.com/v3/__http:/kinesiology.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kqMW6eBu$
>> >
>> >> Lakehead University
>> >> <
>> https://urldefense.com/v3/__https:/www.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kiLKScgs$
>> >
>> >> 955 Oliver Rd.
>> >> Thunder Bay, Ontario P7B 5E1
>> >> Canada
>> >> phone: 807 343-8010 ext 7952
>> >>
>> >>
>> >>
>> >> [image: Image removed by sender.]
>> >>
>> >> *Lakehead University resides on the traditional territory of the Fort
>> >> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
>> >> collectively known as the Three Fires Confederacy. I am grateful for
>> the
>> >> opportunity to base my work out of that territory. *
>> >>
>> >>
>> >>
>> >> *Are you ok?* Our How to ask for Help
>> >> <
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>> End of TEAMLEARNING-L Digest - 1 Nov 2023 to 2 Nov 2023 (#2023-47)
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