Hello All,
I would like to add to what Jim said.
When I use TBL, I "estimate" the amount of time that it will take students
to (a) do the reading assignment(ss) for the RAT and (b) do any other
individual, out-of-class assignment.
The trick is in realistically estimating how long it will take a
student (as opposed to a professor) to complete the reading assignment,
etc. Usually, I estimate that it will take them either 1.5 times or twice
as long as it would me.
But then one still has the question of *how much time is it appropriate to
ask students to spend on out-of-class assignments each week?* For me, I
use the 2:1 ratio, meaning it is acceptable for me to make assignments that
will require "up to" 2 hours of out-of-class work for each hour of in-class
time. For a 3 hr/week course, that means it is "within bounds" for me to
assign up to 6 hrs of work each week.
This was often more than students were spending in most of their other
courses. But I talked about this, mentioning that this course was "packed
full of valuable learning activities", and that if students did the
homework, they would also probably learn more in this course than in their
other courses.
*One useful exercise* I did years ago, to check on my estimate of how long
my assignments were taking students to complete, was this. I would make my
best guess each week, but then, about 1/4 to 1/3 of the week into the
course, I would ask the students to let me know - individually and
anonymously, approximately (to the nearest hour) how much time they were
spending out-of-class for this course?
I did this to find out if my estimates were halfway accurate. But the
exercise had another benefit.
There was of course a range of times spent. So I would tally up the
range and share a diagram of the range of times with the whole class. I
would mark on the graph where the 6-hour mark was. So long as 2/3's of the
class was spending that or less time each week, I said I was OK.
But what this also allowed was for those students who were spending a
lot more time or a lot less time than the others, to see that. Those
spending 10-20 hrs/week, they were prompted to ask themselves: "Why is it
taking me so long to do this? Am I unnecessarily obsessing over details?"
And conversely, those who were spending, say, 1-3 hours per week, to ask
themselves whether they might need to spend more time on this course,
especially if their grades in the course were low.
*I also asked* them how they felt about how much they were learning in this
course compared to their other courses, and this course usually came up
looking quite favorable - thanks in great part to the impact of TBL.
My Best, Dee
On Mon, Oct 22, 2018 at 4:12 PM Jim Sibley <[log in to unmask]> wrote:
> Hi
>
> Just to add....we don't reduce contact hours...we expect/design for 1.5 to
> 2 hours of outside work for each contact hour...this is probably
> unrealistic....but it is what we use
>
> jim
>
> *Educational Consultant specializing in Team-Based Learning*
>
>
>
> Read my TBL book Getting Started with Team–Based Learning
> <http://learntbl.ca/book>
>
> Visit my TBL website at www.learntbl.ca
> _______________________________________
>
> Jim Sibley and Amanda Bradley
> 106-2575 West 4th Ave.
> Vancouver, BC
> Canada
>
> h 604-564-1043
> w 604-822-9241
>
>
> On Mon, Oct 22, 2018 at 9:11 AM Sibley, James Edward <[log in to unmask]>
> wrote:
>
>> Hi
>>
>>
>>
>> The readiness assurance process is the basic tool for in-class activity
>> preparation…we need to be careful if we stray from this model
>>
>>
>>
>> When later in a module you want student to further prepare for in-class
>> you would need to make student accountable for that preparation….what you
>> don’t want are some students preparing and others not….team work will
>> suffer if we keep defaulting to most prepared team member
>>
>>
>>
>> Some people have used a set of simple reading questions students need to
>> answer before class…Harry Meeuwsen calls these “tickets to class”…he checks
>> them at the door…no ticket….no class admittance
>>
>>
>>
>> Don’t forget outside class time can be spent on more traditional
>> individual homework assignments……or doing some kind of summary extension
>> assignment that extends and consolidates in class work
>>
>>
>>
>> We don’t cover everything…but students are responsible for learning
>> everything….it is fair to remind them that summative exams will cover ALL
>> this material (list) ….and TBL activities will help you learn it…but you
>> are responsible for any gaps in your knowledge
>>
>>
>>
>>
>>
>> Hope that help
>>
>>
>>
>> jim
>>
>>
>>
>> [image: signature_59877125]
>>
>>
>>
>> *Jim Sibley *
>>
>>
>>
>> *Director *
>>
>> [image: id:[log in to unmask]]
>>
>> http://cis.apsc.ubc.ca/
>>
>> Faculty of Applied Science
>>
>> University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
>>
>>
>>
>>
>>
>> CEME 1214-6250 Applied Science Lane
>>
>> Vancouver, BC Canada
>>
>> V6T 1Z4
>>
>> Phone 604.822.9241
>>
>> Email: [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
>>
>>
>>
>>
>>
>> © Copyright 2018, Jim Sibley, All rights reserved The information
>> contained in this e-mail message and any attachments (collectively
>> "message") is intended only for the personal and confidential use of the
>> recipient (or recipients) named above. If the reader of this message is not
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>> *From: *Team-Based Learning <[log in to unmask]> on behalf
>> of "Rogers-Johnson, Michelle" <[log in to unmask]>
>> *Reply-To: *"Rogers-Johnson, Michelle" <[log in to unmask]>
>> *Date: *Friday, October 19, 2018 at 10:18 AM
>> *To: *"[log in to unmask]" <[log in to unmask]>
>> *Subject: *Contact Hours in TBL
>>
>>
>>
>> I’m interested in learning about how instructors design the course to
>> allow students sufficient time outside of class to prepare for in-class TBL
>> activities. Do you reduce contact hours? If so, how much time do you
>> allocate for preparation outside of class? Do you have any resources I
>> could refer to that explicitly address this?
>>
>>
>>
>> Thanks,
>>
>>
>>
>> Michelle
>>
>>
>>
>> [image: Moines University]
>>
>>
>>
>> Michelle Rogers-Johnson, Ph.D.
>>
>> Assessment Specialist
>>
>> Center for Teaching and Learning
>>
>> 515-271-1662
>>
>>
>>
>> DMU.edu <https://www.dmu.edu/> | Facebook
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>>
>>
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--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]
Websites:
www.designlearning.org [multiple resources on course design]
www.deefinkandassociates.com [offer workshops & online courses]
www.finkconsulting.info [Fink's consulting activities &
publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: *Creating Significant Learning Experiences* (2013, Updated
Ed., Jossey-Bass)
**Senior Associate, Dee Fink & Associates Consulting Services
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