Because the RAT gets students ready for handling an application, I wonder if you could build on your idea using the pictures (I loved that idea) and Angela's sage advice to draw attention to the applications so attendees recognize TBL is much more than team reading tests.
Here's how I combined your two ideas-- an extremely brief RAP of one pair of find-the-difference pictures so only one iRAT question, the same gRAT question and follow that with one application question that builds off the skills the RAT question emphasizes. Spend more time on the application activity. So, could you do the "find-the-differences" RAT question as a lead in to an application question about observing differences in symptoms between two medical conditions that are similar? Perhaps the skillset is "observation" and the content is about knowing symptoms. This could show the audience how the RAT questions focus them on the skill they next need to apply in the applications.
You could consider omitting PowerPoint and give them a handout version of Jim Sibley's TBL Overview Handout found at http://cis.apsc.ubc.ca/wiki/index.php/Team-Based_Learning#General_Overview_of_Team-Based_Learning. Check with Jim, but he has a note on his web page about offering some of his workshop materials copyright free, with attribution of course.
It's a challenge to work within your time frame, but you sound ready to keep the session lively and memorable. Good luck with whatever you select to do!
Kathy
kathy ross
instructional technologist
center for teaching, learning, and assessment
indiana university kokomo
765.455.9392
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-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Graves, Angela Dawn
Sent: Wednesday, June 04, 2008 10:18 PM
To: [log in to unmask]
Subject: Re: Short TBL presentation advice please . . .
Hi Christine - I think you have done an outstanding job of using the little time you have to really highlight the RAT portion of the process, however I feel that much is lost if you do not include the application which also helps the build the team's communication and problem solving abilities (like in the real world of medicine. One suggestion is to give them a few TBL overview slides (groups, steps, evaluation, etc)and then focus the most time on an application activity that relates to their area of study. Give them a case and a few open ended questions that require higher level thinking and then have them report out.
Sorry to squash your RAT idea, I just think of all things this is the least favorite part of the TBL process for our students at IUSM. Of course sending them off with a full example of a TBL would be helpful too.
Angie
-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Christine Kuramoto
Sent: Wednesday, June 04, 2008 9:24 PM
To: [log in to unmask]
Subject: Short TBL presentation advice please . . .
Hi Everyone,
I have recently been awarded a 20 minute slot at the upcoming "Japan
Association of Medical English Educators" conference to present TBL.
Yes, 20 minutes. Yikes! Actually 15 minutes to present, 5 for questions.
Double Yikes!
My plan is to just give them a taste, then reel them in later when they
all hang around to congratulate me on the wonders of TBL :-D . I've
chosen to do a RAP with them. I'm going to whiz through breaking them
into groups, do the fastest powerpoint presentation in history on the
Readiness Assurance Process, give them a 5 problem iRAT, then do the
gRAT. They will all be so impressed that they will then ask me back to
be the keynote speaker next year where I can REALLY wow them with a full
out TBL presentation.
OK, OK, I know you're all rolling your eyes now, but let me just say . .
.I have a dream.
Now, advice time. I have no time to spare on having them do a reading
for the RAT (obviously). Also, I don't expect my short ppt explanation
of the RAP to provide enough fodder for a clear difference in the iRAT,
gRAT scores. Keep in mind, I want to WOW them, so it would be excellent
if I could make a point without having to spell it out. So, I'm thinking
of putting up on the screen one of those "find the differences" type of
pictures (show one picture, then another that is almost identical except
for tiny details). My hope is that individually they will only be able
to remember a few of the differences, but (surpise!) as a group they
will have noticed more differences.
So . . .What do you think?
Christine
PS I'd like to add that I'm a praying woman. O:-)
--
*******
Christine Kuramoto, Assistant Professor: Medical English
Kyushu University, Department of Medical Education
Faculty of Medical Sciences
3-1-1 Maidashi, Higashi-ku, Fukuoka, 812-8582 Japan
Phone: (+81)92-642-6186 Fax: (+81)92-642-6188
E-mail: [log in to unmask]
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