Alfredo,
That's the spot for the 4-S applications. You can do more than one for a
unit and I'd also recommend thinking about one or more integrative 4-S
applications.
Larry
On Fri, Dec 28, 2012 at 12:04 PM, A.M. Amezaga, Jr. Ph.D. <
[log in to unmask]> wrote:
> OK. 16-classes and 6-RATs. What happens in between RAT administration?
> Student self-study? Not lectures.. Perhaps I need to review videos again
> and re-read a chapter or two. ****
>
> Thanks. More soon.****
>
> ** **
>
> -alfredo ****
>
> ** **
>
> *From:* Larry Michaelsen [mailto:[log in to unmask]]
> *Sent:* Friday, December 28, 2012 9:59 AM
> *To:* A.M. Amezaga, Jr. Ph.D.
> *Cc:* [log in to unmask]
> *Subject:* Re: Fwd: First time using TBL****
>
> ** **
>
> Alfredo,****
>
> ** **
>
> I frequently teach in a 2-hour, 40-minute, 16-class format. I still divide
> my material into 6 units and give only 6 RATs. All of the units contain
> multiple chapters and several contain what COULD BE considered unique
> blocks). The key is using "backwards-design" to help you think through
> which units to combine. ****
>
> ** **
>
> Larry****
>
> ** **
>
> On Fri, Dec 28, 2012 at 11:36 AM, A.M. Amezaga, Jr. Ph.D. <
> [log in to unmask]> wrote:****
>
> Question from first time user @ Psych 101: ****
>
> ****
>
> But if each week of a single 2.5 hour class covers a specific conceptual
> block of material, then, by definition, are not weekly RAT’s then required
> or needed?****
>
> ****
>
> -alfredo****
>
> ****
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Larry Michaelsen
> *Sent:* Friday, December 28, 2012 8:19 AM
> *To:* [log in to unmask]
> *Subject:* Re: Fwd: First time using TBL****
>
> ****
>
> Mike,****
>
> ****
>
> This is such an important question that I decided to add my 2
> cents. Giving too many RATs is the single most common mistake made by
> faculty who are new TBL. In addition, it’s one of the most painful mistakes
> as well. That’s because it is the surest way to create student anger about
> having to “do all the work”. ****
>
> There are two principles involved in deciding how many RATs to give:****
>
> 1. TBL is NOT about covering content. From a student standpoint,
> the overall “feel” of the class MUST BE that the class is about learning to
> DO something as opposed to simply covering content so that they can pass a
> test. With TBL, you are making an implicit bargain with students that, “If
> you will do the pre-class preparation, I’ll make sure that you are rewarded
> by having the opportunity to see why the ideas are important to you.” If
> you give too many RATs, students will feel like their “reward” for studying
> on their own is being required to memorize what they are likely to see as
> more and more meaningless facts—and they won’t like it. [note: the real
> payoff in the form of opportunities to practice using the content on
> well-designed (i.e., “4-S”) assignments.] ****
>
> 2. You don’t have to ask question about everything. This is a case
> where less is actually more. Just like lectures that are really dense, RATs
> that focus on details actually result I less learning because they reward
> memorization rather than understanding. The RAT should questions focus on
> developing students’ understanding of the “big ideas”. Overall, that means
> that you want to ask questions that assure that students understand the
> “structure” of the knowledge so that, during the applications (which should
> always be open-book), they will be able to use their materials efficiently.
> ****
>
> I strongly recommend giving a minimum number of RATs that emphasize really
> understanding the BIG ideas in a larger block of material. For example, I
> recommend asking questions about things that are in the table of contents
> but, avoiding questions about things that only appear in the index. (They
> can, and will, add—and actually remember—the details as they are working on
> open-book applications.) Further, since the applications are open-book,
> neither you nor your students will have to worry about forgetting what was
> covered in the RATs.****
>
> ****
>
> Larry****
>
> ****
>
> On Wed, Dec 26, 2012 at 12:12 PM, Michael Kramer <[log in to unmask]>
> wrote:****
>
> Frank and Jim,
>
> That was precisely what I needed. Thanks for taking the time to help me
> out.
>
> I am currently leaning in the following direction:
>
> 1. Eliminate the online reading quiz.
> 2. Start most classes with an iRAT, followed by a tRAT.
>
> Since my class begins at 9:00 am Saturday morning, tardiness is an ongoing
> problem. I often begin assignments soon after 9:00 am, but if I were to
> have
> weekly iRATs, students would know that lateness could have a significant
> impact on their grades.
>
> Thanks again,
> Mike****
>
>
>
> ****
>
> ****
>
> -- ****
>
> ***********************************
>
> Larry K. Michaelsen, Professor of Management****
>
> Dockery 400G, University of Central Missouri****
>
> Warrensburg, MO 64093****
>
> 660/543-4315 voice, 660/543-8465 fax****
>
> For info on:****
>
> Team-Based Learning (TBL) <www.teambasedlearning.org> ****
>
> Integrative Business Experience (IBE) <http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html>
> >****
>
> ***********************************
>
>
>
> ****
>
> ** **
>
> -- ****
>
> ***********************************
>
> Larry K. Michaelsen, Professor of Management****
>
> Dockery 400G, University of Central Missouri****
>
> Warrensburg, MO 64093****
>
> 660/543-4315 voice, 660/543-8465 fax****
>
> For info on:****
>
> Team-Based Learning (TBL) <www.teambasedlearning.org> ****
>
> Integrative Business Experience (IBE) <http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html>
> >****
>
> ***********************************
>
--
*******************************
Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/543-4315 voice, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
Integrative Business Experience (IBE)
<http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html>
>
*******************************
|
