I want to ditto Mike's comment. I accidentally marked a correct answer as
wrong on one RAP last quarter and the response was the same - the teams ALL
did appeals and then were much more eager to try to catch me messing up for
the subsequent quizzes.
-Melissa
On Fri, Jan 16, 2009 at 9:36 AM, Fritz Laux <[log in to unmask]> wrote:
> Mike:
>
>
>
> You might be fine without the appeals. My suggestion is to keep them and
> here are two perspectives.
>
>
>
> 1) Some teams finish earlier than others, thus I like the appeals as
> a way for the early finishers to occupy their time.
>
> 2) I give a demonstration iRAT with T-RAT. For this, I deliberately
> mess up one of the answers on the scratch-off IF-AT form (i.e., for one
> question, the star is located under 'c' when 'd' is clearly the correct
> answer). Students complain and I explain, "well, there's an appeal
> process." Then, at your discretion, you can do this again with, perhaps RAT
> 2. Then it becomes a joke with the students never really being sure if they
> should trust the answer sheet or if they should do the research to mount an
> appeal.
>
>
>
> Best… and my congratulations to you on being a history professor,
>
>
>
> Fritz
>
>
> ------------------------------
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Michael Renock-Welker
> *Sent:* Friday, January 16, 2009 10:34 AM
> *To:* [log in to unmask]
> *Subject:* RAT challenges??
>
>
>
> Hello all!
>
> Happy to be on this list with all you other TBLers :) I am not alone! ;)
>
>
>
> I have a question/issue with my TBL implementation which I am hoping the
> assembled wise brains here can help me out with...
>
>
>
> I teach History courses online occasionally but mostly via video
> conferencing to 3 remote sites around our 2-year college "service area" in
> addition to students at the main site with me. After noting the intense "us
> v. the world" bonding mentality of the remote video sites and trying to find
> some way to turn that remote site 'separate and not equal" weakness of the
> medium into a strength, I literally lucked into winning a copy of the TBL
> book at a conference :) My video teaching life has been changed by this
> technique with a much more learning and application centered classroom, but
> more crucially for this medium, a much more interactive and inclusive class
> experience for ALL sites. Each site is a team and all in-class activities
> (or 95% of them at least) are team based application activities.
>
>
>
> Only hitch in the giddyup I have is with the RAQs (Readiness Assessment
> QUIZZES which based on recent dialog here I will be changing to a different
> title next quarter!). My RAQs are only 4-5 questions long (in large part due
> to the structure of the text chapters and density of material) yet I have
> never had much luck with the challenge piece post quiz OR in getting
> "educatative" dialog going about the questions vs. fishing for parsing
> answer choices to win some points back. So much so that I have in recent
> quarters, simply ditched the appeals process and instead, "harvest" data
> from missed questions to then drive the following sessions' activities and
> focus. This has been working good, with me emphasizing the following class
> period that we are focusing and doing what we are as it is the areas the
> RAQs spotlighted as weakest as a class. However, I am concerned that this
> break with TBL orthodoxy is costing the class an opportunity or I am missing
> out on some key dynamic for even better TBLing??
>
>
>
> Thanks in advance for any advice or counsel as well as for all the
> excellent dialog here :)
>
> -Mike Renock-Welker,
>
> History Adjunct Instructor & Distance Learning Instructional Designer
>
> North Central State College
>
> Mansfield, Ohio
>
>
>
>
> "Remember, I'm pulling for you... we're all in this together. Keep your
> stick on the ice." -Red Green
>
>
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