Hello all,
As I look to my second semester using TBL, I've a couple of questions that
I thought I'd like to pose to the list.
The first is related to a problem that I seemed to have with my topic
specific assignments (the activities that follow a RAT and challenge the teams
to apply the material in it). The problem was that the teams all seemed to
choose the same option from among the various options I'd provided (e.g., choose
the individual from among those described that would be most likely to adhere to
an exercise program... or choose the athlete from among those described that you
would most likely recruit for your sport team). Of course, when they did
that, there was little further discussion of the problem... sort of seemed like
they saw the activity as 'done/ problem solved'. I realize that I may
need to tweak my options a bit to somehow make this less likely to happen.
At least I now know which option they all tend to
choose. However, it also occured to me that I could change the
assignment... make it more focused on defending an assigned choice instead
of making a choice. I'm not sure though whether it'd still fit the
TBL approach or not. Therein lies the question.
The second is related to my not knowing when and how exactly to fit in the
'bits of lecturing' that I'd still like to do (and that the students still seem
to want) after the RATs. Here's how I did things last semester. The
students entered and sat with their teams. I usually allowed them to ask
one question per team before the IRAT (most often they didn't ask any
questions... not sure why... seems like they would). Then they'd take the
IRAT. When the team members were done with the IRAT, they'd put
their scantrons in the folder and turn the folder in to me and begin on the
TRAT. While the teams were working on the TRAT, I'd go downstairs
briefly and run the IRATs through the scantrons so that they'd be graded before
the teams took them back. When the teams'd finished the TRAT,
they'd post their team score on the board (along with the items they'd
missed as a team) and they'd collect their folders and begin working
on appeals. Sometimes I'd interrupt their work on appeals to go over a few
things related to the items they missed as teams. Sometimes I'd wait
until they were done with appeals to do it. Sometimes I'd wait until the
next class period (before the topic specific assignments). None of the
above approaches seemed ideal. When I interrupt their work on appeals,
I ended up doing the work they should have been doing. When I waited
until they were done, they seemed bored and ready to leave (... we've done our
work for the day...). Any suggestions/ thoughts/
experiences?
Thanks. Karla
Karla A. Kubitz, Ph.D., FACSM
Dept. of Kinesiology
Towson University
Towson, MD 21252
410-704-3168 (office)
410-704-3912 (fax)