Michael,
I'm with Jim and Gary. I've done and seen a lot of different options. I strongly feel that the combination of immediate feedback on each choice and the fact that everyone "leans in" to watch the scratching with the IF-AT's gives you a boost for team-building that I don't think can be matched by any type of a clicker. I'd do more than running it past the teacher. I'd encourage him/her to use the IF-AT's.
Larry
--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
[log in to unmask] <---PLEASE NOTE NEW E-MAIL ADDRESS !!!
660/543-4124 voice
660/543-8465 fax
>>> "Sweet, Michael S" <[log in to unmask]> 10/19/09 9:39 AM >>>
Gary,
I like the clicker/IF- AT combo.
I'll run that past the teacher and see if she is open to it.
Thanks for taking the time to share that! :- )
- M
----- Original Message-----
From: Team- Based Learning [mailto:TEAMLEARNING- [log in to unmask]] On Behalf Of Sibley, Jim
Sent: Saturday, October 17, 2009 10:27 AM
To: TEAMLEARNING- [log in to unmask]
Subject: Re: i- Clicker strategy for very large TBL class: Your feedback?
Thanks Gary this is helpful
one wrinkle for michael is that iClicker doesn't have homework mode
Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
604- 822- 9241
----- Original Message-----
From: Team- Based Learning on behalf of Gary D Lynne
Sent: Sat 10/17/2009 7:59 AM
To: TEAMLEARNING- [log in to unmask]
Subject: Fw: i- Clicker strategy for very large TBL class: Your feedback?
Michael:
We use the Response clicker system, in a similar way (albeit for a class
of only 50- students, 9- teams, in a 3- period evening class, 6:30- 9:20.. so
we have time to do a variety of things!):
1. iRAT distributed on paper at start of class (typically 20- 25 4- point
questions): Individual students use the Homework feature in Response to
"click" in their answers.
2. Classroom computer immediately grades the Homework, gives us the
summary data by question... we process, study this for purposes of a
"mini- lecture" later in the class, while the Teams are working. Also, we
just "copy and paste" the individual grades from the Excel spreadsheet
produced in Response into our Excel gradebook for the course
2. tRAT is done on IF- AT forms by the 9- teams; however, each Team is also
given a Team clicker during class, and asked to key in their FIRST choice,
the one they "scratch" first.
3. Classroom computer also gives us the data on the "first scratch"
results from the Teams
4. Team IF AT forms are collected; these grades hand- entered into the
class gradebook (but, only 9- of these, so not so burdensome)
5. Mini- lectures based on the data collected into the Response system
from both the iRAT and tRAT
6. All students see the IF AT forms again at Exam time.. drawing
mulitiple choice questions out of the same data base used in designing the
iRAT and tRAT exams, for 1/2 the points on the Exam (but we also use tRAT
scores at this point, 60% individual, 40% tRAT). The other 1/2 of the
points on each of the 3- semester exams is from applications... problem
solving, essays, etc., helped by in- class problem solving and the RATs
7. Using RATs mainly for the concepts and constructs, mainly in the early
part of the semester. Late in the semester, we focus on guest presenters
from the "real world" (this is a 200 level course, albeit we get mainly
juniors and seniors, in natural resource, environmental and ecological
economics... so lots of real world issues to bring to their attention!),
and applications of constructs...
Anyone see "holes" in this approach? Ways to improve it? We have gone
to Response clickers because the University supports same... they seem to
be working just fine... albeit no way to use an IF AT form within the
clicker system. We lose the IF AT in the iRATs, but do gain the benefits
of same in the tRATs and in the 3- course Exams.
Gary
Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska- Lincoln
Lincoln, NE 68583- 0922 USA
Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1- 402- 472- 8281 Cell: 1- 402- 430- 3100
This message and any attachments are confidential, may contain privileged
information, and are intended solely for the recipient(s) named above. If
you are not the intended recipient, or a person responsible for delivery
to the named recipient, any review, distribution, dissemination or copying
by you is prohibited. If you have received this message in error, you
should notify the sender by return e- mail and delete the message from your
computer system and destroy any copies in any form.
"We are always only one failed generational transfer of knowledge away
from darkest ignorance" (Herman Daly)
"We do not just have our own interests. We share interests with others.
Empathy ... exemplifies the implicit solidarity of human nature" (Robert
Solomon)
"Whoever frames the debate tends to win the debate" (George Lakoff)
----- Forwarded by Gary D Lynne/AgEcon/IANR/UNEBR on 10/17/2009 09:41 AM
-----
"Sweet, Michael S" <[log in to unmask]>
Sent by: Team- Based Learning <TEAMLEARNING- [log in to unmask]>
10/16/2009 12:43 PM
Please respond to
"Sweet, Michael S" <[log in to unmask]>
To
TEAMLEARNING- [log in to unmask]
cc
Subject
i- Clicker strategy for very large TBL class: Your feedback?
Friends,
I am working with someone in history to overhaul a 80- 300 student class
into full- on TBL.
Due to the volume of paperwork that so many students would generate, we
are planning to use clickers for RATs and Application activities.
Our two choices are CPS and i- Clicker. CPS allows students/groups to be
working on different questions at the same time, while i- Clicker does not.
However, we have had many, Many, MANY stability/reliability problems with
CPS, so we're going with i- Clicker.
Here's my plan:
(1) In addition to each student having a clicker, each team will have one
additional clicker that the teacher brings to and takes from class,
distributed and collected on RAT days.
(2) Students will be given the quiz form on paper, upon which they circle
their individual answers. The quiz will consist of 10 knowledge- level
questions and 5 conceptual/analytical/application questions.
(3) At the given time, the teacher will activate the i- Clicker receiver
and the whole class will march through the quiz, keying in their
individual answers one- at- a- time using their individual clickers.
(4) Once that is complete, then the teams will convene and march through
ONLY the five higher- level questions, using their team clicker. They will
have, say, five minutes to talk about question number 11, after which the
teacher opens up the response system and they key in their answers to get
immediate feedback. Then they have five minutes to talk about question
number 12, after which they teacher opens up the response system and they
key in their answers to get immediate feedback. Then question 13, and so
on.
Obviously, this is not ideal, as it makes the team discussions a little
herky- jerky. But that is an inconvenience/awkwardness that will be
predictable and shared by everyone, as opposed to the different handful of
random folks every time who's clicker will not register, does not work,
etc.. In a large, lower- division, REQUIRED class, we are going to have
plenty on our plates to get students on board with TBL ("Navigating the
bumpy road" and so on), and I am loathe to introduced the extra anxiety
and frustration of a flaky clicker system into it.
Your thoughts?
- M
Michael Sweet, Ph.D.
Faculty Development Specialist
Division of Instructional Innovation and Assessment (DIIA)
University of Texas Austin
MAI 2206 * (512) 232- 1775
"Teaching is the profession that makes all other professions possible." -
Todd Witaker
|
