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I've done what Denny suggests as well.  One teacher led activity day about half way through the semester involves giving a practice team maintenance evaluation (so that they will know how the process will work at the end and so that they can see how those points influence their grades and better know where they stand).  I also have individuals and then groups evaluate what they are doing well and what they might improve upon and what I (as instructor) might do to improve the class.  I collate the feedback and give it back to them a class or two later depending on the schedule.  Karla

-----Original Message-----
From: Team Learning Discussion List
[mailto:[log in to unmask]]On Behalf Of Richard A. (Denny)
Kernochan
Sent: Tuesday, November 09, 2004 10:17 PM
To: [log in to unmask]
Subject: Re: A small practice issue of timing


Kathy
I ran into the same problem this semester, my first with TBL. My class
meets 2X/week. I became very popular when I actually cancelled the class
right after the midterm in lieu of having a RAT. Alternatively, I suppose,
one could schedule the exam in the middle of a module so that there would
be an exercise right after. A third suggestion, and one I will follow next
time, is to have a team maintenance exercise that focuses on feedback to
the teacher re the class and self-generated internal feedback to the team
re what they can do to improve their own performance on RATs and exercises.
The TBL site also gives an alternative of handing out the peer evaluation
form and having them do it for practice and discussion among themselves.
That would have the same purpose as the team maintenance exercise but is
apparently a bit tricky to pull off.
regards
Denny Kernochan


At 02:56 PM 11/9/2004, you wrote:
>Dear All,
>
>How do you avoid scheduling a RAT in the class session immediately
>following a unit exam or major evaluative Team application exercise? My
>students felt it unfair that I would load them with heavy studying one
>week and then having to prepare substantial material for a RAT. Do you
>find some kind of  "marking-time" or "down-time" activity to give the
>students a rest? Or do any of you just plow right through and ignore
>students' complaints?
>
>Thanks,
>Kathy McKnight