*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
email: [log in to unmask]
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
*******************************
---------- Forwarded message ---------
From: Larry Michaelsen <[log in to unmask]>
Date: Thu, Nov 2, 2023 at 3:41 PM
Subject: Re: Application exercices
To: Neil Haave <[log in to unmask]>
*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
email: [log in to unmask]
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
*******************************
On Thu, Oct 26, 2023 at 8:14 PM Neil Haave <
[log in to unmask]> wrote:
> Hi Charles,
>
> I used to think this way, also until I read this book with our SoTL
> Journal Club last year:
>
> Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It
> Can Transform Schools and Classrooms <https://gradingforequity.org/>
>
> In that book, Feldman argues persuasively that formative assignments
> should not count toward students' final grade if we are encouraging
> students to take risks test-driving their learning. I haven't made the TBL
> components zero as he would argue, but it certainly made me rethink that
> formative assignments should not be weighted highly toward students' final
> grades.
>
> The book is worth reading. It really pushed me to think about my
> assumptions around assessment and grading in the context of equity.
>
> Cheers,
>
> Neil
>
> NEIL HAAVE, PhD
> Professor
>
> *he/him*
>
> UNIVERSITY OF ALBERTA
>
> Department of Science
> Augustana Faculty
>
> Science Wing, Classroom Building
> Camrose, AB Canada T4V 2R3
> T 780.679.1506
>
> [image: University of Alberta Logo] <https://www.ualberta.ca/index.html>
>
> The University of Alberta respectfully acknowledges
> that we are situated on Treaty 6 territory, traditional
> lands of First Nations and Métis people.
>
> [image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn]
> <https://www.linkedin.com/in/neilhaave> [image: Orchid]
> <https://orcid.org/0000-0003-4571-5424>
> [image: A button with "Hear my name" text for name playback in email
> signature] <https://www.name-coach.com/neil-haave>
>
>
>
> On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <
> [log in to unmask]> wrote:
>
>> To Genevieve and others,
>>
>>
>>
>> For those of you who are grading the IRAT/GRAT as a very low percentage
>> of the final grade, I assume you are doing so to try and minimize stress
>> and make sessiona more formative and less summative in nature. Some of you
>> may not have much leverage as the University/school may require you to
>> weigh the summative or final exams higher than the TBL ‘tests’ (and thus
>> make them much higher stakes).
>>
>>
>>
>> I would encourage you think of this a bit differently if possible. Since,
>> TBL requires students to come to class prepared and having gone through the
>> pre-reading materials thoroughly, than the assessment should be weighted
>> sufficiently. If you want students to spend valuable time working with
>> each other on complex topics, and you want them to be held accountable for
>> their learning but also be rewarded for all the work they do, than
>> increasing the weightage of the tests is a really good idea. One question
>> you may wish to ask is, “how much time are students spending on these
>> activities” and “are we weighing the TBL session exams to reflect this’”?
>>
>>
>>
>> In a previous organization I worked for (medical) we weighed TBL sessions
>> (the IRAT/GRAT and Application) quite high as a total percentage of the
>> entire course (sorry do not remember the exact percentage). TBL demands a
>> large amount of work and measures so much (critical thinking, feedback,
>> knowledge, communication skills, etc.). Why not value all of this by
>> ensuring that they are given lots of credit for doing this work. Also, if
>> you think (and I suspect, we all do) that TBL is a rewarding but also
>> powerful tool for student learning, then a larger weighting of this
>> outcome, only seems natural.
>>
>>
>>
>> I know this is complicated by the number of total sessions that your
>> course has, the number of external exams students take, and other types of
>> assessments students may take in any given course.
>>
>>
>>
>> Thanks,
>>
>> Charles
>>
>>
>>
>> <https://mdschool.tcu.edu/>
>>
>>
>>
>> *CHARLES GULLO, PHD*
>>
>> Assistant Dean of Faculty Development
>>
>> Associate Professor – Medical Education
>>
>> TCU BOX 297085
>>
>> FORT WORTH, TX 76129
>>
>> (o) 817- 257 - 8447
>>
>> *[log in to unmask] <[log in to unmask]>*
>>
>>
>>
>>
>>
>>
>>
>> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
>> Benoit (MED)
>> *Sent:* Wednesday, October 25, 2023 8:39 PM
>> *To:* [log in to unmask]
>> *Subject:* Re: Application exercices
>>
>>
>>
>> *[EXTERNAL EMAIL WARNING]* DO NOT CLICK LINKS or open attachments unless
>> you recognize the sender and know the content is safe.
>>
>> Thank you all the answer. It helps!
>>
>>
>>
>> Last question (for the moment 😉
>>
>>
>>
>> IRAT + TRAT = what is the weight of those tests in the final grade of
>> your students?
>>
>>
>>
>> For exemple, for us:
>>
>>
>>
>> Final grade:
>>
>>
>>
>> 90% is the final exam of the course
>>
>> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
>> tests).
>>
>>
>>
>> I am curious to know what others are doing.
>>
>>
>>
>> Best regards,
>>
>>
>>
>> Geneviève
>>
>>
>>
>>
>>
>>
>>
>> *Geneviève Benoit*
>>
>>
>>
>> Professeur agrégé de clinique, Service de néphrologie
>>
>> Directrice du programme de néphrologie pédiatrique
>>
>> Département de pédiatrie
>>
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>>
>>
>> ------------------------------
>>
>> *De :* Team-Based Learning <[log in to unmask]> de la part de
>> John Gotwals <[log in to unmask]>
>> *Envoyé :* 24 octobre 2023 21:48
>> *À :* [log in to unmask] <[log in to unmask]>
>> *Objet :* Re: Application exercices
>>
>>
>>
>>
>>
>> *Avertissement automatisé :** Ce courriel provient de l'extérieur de
>> votre organisation. Ne cliquez pas sur les liens et les pièces jointes si
>> vous ne reconnaissez pas l'expéditeur.*
>>
>>
>>
>> If it's a case study that applies across a decent portion of the module,
>> I sometimes include it as a prework item (and, as a result, of the iRAT and
>> tRAT as well)...
>>
>>
>>
>> John
>>
>>
>>
>> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
>> [log in to unmask]> wrote:
>>
>> Hi Genevieve,
>>
>>
>>
>> I have had the same issue with longer scenarios or video-based
>> activities. I decided to send out the scenario or video, but not the
>> questions, before the activity. That way, students who want to review the
>> scenario or watch the video in advance may do so, but they cannot work on
>> the questions before class.
>>
>>
>>
>> Hope that helps,
>>
>>
>>
>> Brenda
>>
>>
>>
>> Brenda Vogel, Ph.D.
>>
>> Professor, School of Criminology, Criminal Justice, & Emergency Management
>>
>> NCAA Faculty Athletics Representative
>>
>> Long Beach State University
>>
>> 1250 Bellflower Blvd.
>>
>> Long Beach, CA 90840
>>
>> Office: ET246
>>
>> Email: [log in to unmask]
>>
>>
>>
>> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
>> Benoit (MED)
>> *Sent:* Tuesday, October 24, 2023 4:36 PM
>> *To:* [log in to unmask]
>> *Subject:* Application exercices
>>
>>
>>
>> You don't often get email from
>> [log in to unmask] Learn why this is important
>> <https://urldefense.com/v3/__https:/aka.ms/LearnAboutSenderIdentification__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kmmXfo9A$>
>>
>> CAUTION: This email was sent from an external source.
>>
>>
>>
>> Hi all,
>>
>>
>>
>> I got a question from a teacher. He was wondering if he could send the
>> application exercise (in our field, it is a 2 pages clinical problem) to
>> the students before the TBL session.
>>
>>
>>
>> The reason he asked if that he found that students are spending to much
>> time reading the clinical scenario during the TBL session; he thought that
>> if students have already done the reading of the clinical scenario at home,
>> they will have more time to focus on the questions of this appplication
>> exercise in class and more time for discussion in class.
>>
>>
>>
>> My first answer would be to suggest not sending the clinical scenario
>> before the class; I suppose some students will already work on it at home
>> and therefore there may be less intra-team/debate in class about the
>> application exercise.
>>
>>
>>
>> What are your thoughts? Any experience on this?
>>
>>
>>
>> Best regards,
>>
>>
>>
>> Geneviève
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> *Geneviève Benoit*
>>
>>
>>
>> Professeur agrégé de clinique, Service de néphrologie
>>
>> Directrice du programme de néphrologie pédiatrique
>>
>> Département de pédiatrie
>>
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>>
>>
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>> *********************************
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