Hi Joan-
I did was Valerie described last year and it was quite successful at getting students to take notes AND decreasing some of the anxiety about the RATs. Interestingly, iRAT and tRAT scores were not different from the year before when students were not allowed to bring notes.
Lane
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Lane J. Brunner, Ph.D., R.Ph.
Professor and Chair
Pharmaceutical and Biomedical Sciences
California Northstate College of Pharmacy
10811 International Drive
Rancho Cordova, CA 95670
Tel: (916) 503-1860
Email: [log in to unmask]
Office: Room 232
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-----Original Message-----
From: Valerie Kinnear [mailto:[log in to unmask]]
Sent: Friday, September 07, 2012 1:22 PM
To: Lane Brunner
Subject: Re: cheat sheets
Hi Joan
Here is another thought along the lines of what you were talking about.
Maybe if they make notes on the reading guides we should let them take those notes in as "cheat sheets" for the RATs (at least the individual ones). That way they might be more likely to make notes on the reading guide.
Just a thought - you could experiment with one RAT - say the one on equity?
Valerie Kinnear
Associate Professor
Bissett School of Business
Mount Royal University
4825 Mount Royal Gate SW
Calgary, Alberta, T3E 6K6
Tel: 403-440-6315
Web: http://mtroyal.ca/business
Fax: (403) 440-5909
e-mail: [log in to unmask]
From: Lane Brunner <[log in to unmask]>
To: [log in to unmask]
Date: 17/08/2012 03:39 PM
Subject: Re: cheat sheets
Sent by: Team-Based Learning <[log in to unmask]>
Last year I started letting students use a Guided Reading document I created, which contained learning objectives, readings and questions to answer while preparing for class, as a “cheat sheet” during the iRAT/tRAT.
My reasoning was:
1. to decrease the anxiety associated with iRATs on a
“difficult” subject, and
2. to give the students and incentive to create a set of notes
while they study (as opposed to highlighting and annotating a text).
According to the students, it seems to have worked. Interestingly, iRAT scores were no different than in the past offerings of the course. We also had another faculty member in the College do the same thing with the same result.
Lane
------------------------------------------------------------
Lane J. Brunner, Ph.D., R.Ph.
Professor and Chair
Pharmaceutical and Biomedical Sciences
California Northstate College of Pharmacy
10811 International Drive
Rancho Cordova, CA 95670
Tel: (916) 503-1860
Email: [log in to unmask]
Office: Room 232
This message and any files or text attached to it are intended only for the recipients named above, and contain information that may be confidential or privileged. If you are not an intended recipient, you must not read, copy, use, or disclose this communication. Please also notify the sender by replying to this message, and then delete all copies of it from your system. Thank you.
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Molly Espey
Sent: Friday, August 17, 2012 1:04 PM
To: [log in to unmask]
Subject: cheat sheets
I did that for a while but stopped. It seemed that the students spent more time trying to cram as much as possible onto the cheat sheet and less time trying to actually absorb any of the information.
Molly Espey
From: Team-Based Learning [[log in to unmask]] On Behalf Of Mark Harrison [[log in to unmask]]
Sent: Friday, August 17, 2012 2:25 PM
To: [log in to unmask]
Subject: Re: If not Doing iRats, What?
I let my students take an 8-1/2 X 11 cheat sheet into the RAT (and they can use the cheat sheets on the exams, too). They still need to work through the knowledge-level issues, just to prepare the cheat sheet. This seems to produce the same learning outcomes (for the RATs, any way) with less anxiety.
Mark Harrison
On Fri, Aug 17, 2012 at 1:53 PM, Clapp, Peter A <[log in to unmask]> wrote:
I think this highlights perfectly the need to find a “sweet spot” in how challenging to make RAT questions. If you are testing your students’
ability to apply the information in the reading to new or highly complex problems with RAT questions, and they are not performing well, you may want to save those items for the exam. Provide them with an opportunity in class to work through the problem-solving/learning process as a team – and then ask them to answer high-level questions individually in the summative assessment. As a result, they ought to see the value of coming to class and doing application exercises, their RAT grades will improve, and you will save yourself from having to create even MORE challenging exam questions.
Peter Clapp
Assistant Professor
Department of Pharmaceutical Sciences, School of Pharmacy Rueckert-Hartman College for Health Professions Regis University
3333 Regis Boulevard, H-28
Denver, CO 80221-1099
Office: (303) 625-1312
Fax: (303) 625-1305
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Bradetich, Judith
Sent: Friday, August 17, 2012 10:12 AM
To: [log in to unmask]
Subject: Re: If not Doing iRats, What?
Hello,
I have been using TBL in my Adolescent and Infant Development classes this summer. One of the primary complaints I had was that the students felt little impetus to come to class after taking the RATs, as they felt I had already tested their knowledge and even though the next few classes were spent doing applications, they didn't "get it." The common complaint was that the RATs were too difficult and asked for application instead of "knowledge" and they felt that the rest of the time they were "just teaching ourselves" and it was the blind leading the blind. I did lecture a bit AFTER the RATs, priming them for the activities... They wanted their tests to be more rote learning, I guess. They wanted to be able to prove that they knew the material, but instead seemed to feel frustrated that no matter how well they thought they knew it, they did poorly. I reassured them that low grades were typical on iRats - and they did do much better with their teams, but their level of anger and frustration at me and the TBL format was palpable. Should I be giving them some individual low-stakes knowledge quizzes before the RATs so they can feel like they know the stuff before they have to apply it? It made me question my tests. They DID have study guides.
These were summer courses, which meant a fair amount of density, by definition. I generally tested 2 chapters per RAT = perhaps I should have given one RAT per chapter - 2 RATs per week?... They really hated being tested before I lectured - and I really tried not to lecture very much...though I found myself falling back onto past pre-TBL lectures, which basically reiterated the reading - but since they were after the students had read I think they felt it was redundant.
Change is hard, I know, and I kept reassuring them that it was harder for me to NOT lecture and to come up with viable activities...but this particular group seemed especially testy. Might have just been the participants...
Thoughts anyone? - especially about the lack of impetus to come to class AFTER being tested.
Thanks,
Judi Bradetich
Judi Bradetich, M.S., M.M.
Lecturer, Development and Family Studies Dept. of Educational Psychology University of North Texas
From: Team-Based Learning [[log in to unmask]] on behalf of McCormack, Wayne T [[log in to unmask]]
Sent: Friday, August 17, 2012 8:31 AM
To: [log in to unmask]
Subject: Re: If not Doing iRats, What?
Do more applications! Use RATs as needed for new material, but spend no more than 25% of your total TBL time with readiness assurance.
If you have multiple courses using TBL at the same time in your curriculum, you might want to avoid having multiple RATs on the same day.
Wayne McCormack
University of Florida College of Medicine __________________________________________________________________________
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