Wow Thanks Karla.....these documents are really helpful for those of use taking the plunge next semester Thanks Jim _________________________________________________ Jim Sibley Manager Centre for Instructional Support Faculty of Applied Science University of British Columbia 2208-6250 Applied Science Lane Vancouver, BC Canada V6T 1Z4 Phone 604.822.9241 Fax 604.822.7006 Email [log in to unmask] Web www.learning.apsc.ubc.ca ________________________________________________ (c) Copyright 2004, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this message in error, please notify the sender immediately by e-mail, and delete the original message. ___________________________________________________ -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Kubitz, Karla Sent: Thursday, November 18, 2004 6:48 AM To: [log in to unmask] Subject: My reply to Lori Bell Sorry, I didn't post all this to the list originally because I didn't want to clog up everyone's mailboxes. But since you've asked, here's what I said and sent in response to to Lori Bell's questions. Please keep in mind that a lot of what I've done w/r/t TBL is in response to suggestions from many of you... Larry Michaelsen, Harry Meeuwsen, David Smith, among others. Credit and thanks for the ideas/suggestions goes to them. Karla -----Original Message----- From: Kubitz, Karla Sent: Tuesday, November 16, 2004 12:59 PM To: 'Lori Bell' Subject: RE: New with questions BELOW are my thoughts... keep in mind that I'm still fairly new to TBL (coming up on my 1 year anniversary w/r/t using it). ALSO, I've attached a bunch of stuff that illustrates what I've done so far w/r/t implementing TBL in my classes... a copy of my syllabus, a copy of a RAT, a copy of the instructions for an integrative assignment (several chapters), a copy of the grading rubric that I use for the integrative assignments, and a copy of the slides for a topic specific assignment (1-2 chapters). Hope it's helpful. Karla -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Lori Bell Sent: Tuesday, November 16, 2004 10:37 AM To: [log in to unmask] Subject: New with questions Hello to everyone I have just finished reading the book on TBL and was impressed. However, I am not clear on a number of items and request your help. I am going to trial run this in my Economic Development course in the spring and I have divided the text and am in the process of writing study guides and RATS (quizzes?) on those sections. First question....how long are those RATS and in what format? Multiple choice is what I am understanding so far. Is this correct? I USE RATS THAT ARE 10-12 QUESTIONS LONG. THEY ARE MULTIPLE CHOICE. THAT WAY THE TEAMS GET TO DISCUSS THE PROS AND CONS OF THE ALTERNATIVES. I USED TBL WITH A 50 MINUTE CLASS LAST SPRING. IT TOOK MOST OF ONE PERIOD TO DO A RAT... INCLUDING A BIT OF PRE-RAT DISCUSSION (I ALLOW EACH TEAM TO POSE A QUESTION PRIOR TO THE RAT... OR IF THEY DON'T, I POSE ONE TO THEM) AND TIME FOR ORGANIZING (OR DOING) THE APPEALS. This class is MWF for fifty minutes which I realize is short but I live with what I am given so how much time for these and for the group do you think? Then what I thought I would do is focus on one country.......say Vietnam for this semester because I am very familiar with that country and have them work in groups to suggest policy for a particular issue (such as urban giantism, population, rural development) based on research they are asked to do outside of class. I don't think that asking the students to grade each others work or assess the quality will work here. This is a VERY SMALL college, 650 students, and they are for the most part good friends with one another. They are all in the same classes etc. So how to assess the group work would be another question. I'LL ATTACH A COPY OF THE INTEGRATIVE ASSIGNMENTS I USE IN MY CLASSES FOR SOME IDEAS FOR YOU. IS IT POSSIBLE THAT STUDENTS COULD CRITIQUE EACH OTHER'S WORK ANONYMOUSLY? I POST THE CONCEPT MAPS THAT MY TEAMS HAVE CREATED ANONYMOUSLY AND THEY POST KUDOS AND KVETCHES ON THEM. AT MICHALSEN'S SUGGESTION, I ALSO CREATE A MAP OR TWO THAT THEY CRITIQUE ALONG WITH THE REST. NOONE KNOWS WHOSE MAPS ARE WHOSE AND MINE OFTEN HAVE 'MISTAKES' IN THEM THAT ARE GOOD KVETCES FOR THOSE OBSERVANT ENOUGH TO 'CATCH' THEM. AS FOR ASSESSING THE MAPS, I'M STILL WORKING ON FINE TUNING THAT, BUT I'VE CREATED A RUBRIC THAT SEEMS TO WORK REASONABLY WELL RIGHT NOW. Finally, for a final group project, I would like to have them choose another less developed country and write a report considering each of the issues they considered for Vietnam. Too much, not enough. Should I give a mid term and a final also.......? THESE ARE GOOD QUESTIONS. I'LL ATTACH A COURSE OUTLINE FROM ONE OF MY CLASSES. I CURRENTLY HAVE 3 INTEGRTIVE ASSIGNMENTS (TEAM AND INDIVIDUAL) AND A FINAL EXAM. I USUALLY HAVE 7-9 RATS. THE DAYS IN BETWEEN RATS AND INTEGRATIVE ASSIGNMENTS ARE TOPIC SPECIFIC ASSIGNMENTS AND AREN'T GRADED (OTHER THAN WHETHER THEY ARE TURNED IN IN CLASS OR NOT). I DID HAVE THEM RE-TAKE ALL THE RATS AT MIDTERM FOR BONUS POINTS... JUST BECAUSE I WAS CURIOUS TO SEE HOW THEY'D DO... NO STUDYING... COMPLETE SURPRISE. THEY GOT ABOUT 70% WHICH I THOUGHT WAS PRETTY GOOD. Also, Tickets to class are a concept I got from Mweesen's posting about his class on the TBL website. It's something that I ask the student's to do prior to class (on the non-RAT days) that 'ostensibly' prepares them for the topic specific assignments we'll do in class that day. In the 355 class that I sent the stuff from, I use the TTCs as a way to be sure that they've read the case study that we'll be focusing on that day. I also use them as a way to reward attendance on non-RAT days. There's a tendency for attendance to drop on non-RAT days. That's also probably a signal that I need to work on my activities that day so that they'll draw better. Then we usually do something in class that has them apply the course material to that case. I''m not sure how successful (or even necessary they are). The students seem to see them as busy work... though that may be my fault. Any help is greatly appreciated. Lori D. Bell, Ph.D. Economics Professor Blackburn College Department of Business and Economics I refuse to believe I am a piece of dust scuttering through uncaring space. I believe I count--that I have work to do--that there is need of me... With my last breath, I sing a psalm. - Rita Duskin