From: [log in to unmask] href="mailto:[log in to unmask]">Holly BenderTo: [log in to unmask] href="mailto:[log in to unmask]">[log in to unmask]Sent: Thursday, October 06, 2005 9:07 AMSubject: Re: TEAMLEARNING-L Digest - 14 Sep 2005 to 5 Oct 2005 (#2005-45)Hi Kathy, Alice and Maureen,I teach veterinary clinical pathology using TBL. We did not have enough clickers for each student to have one (98 students total), so I am using the clickers (one per team) for simultaneous responses to Powerpoint multiple choice questions that I project in the front of the class. I am very pleased how it is working. This technique seems to keep the teams on task and they really do discuss the concepts! We have inter-team discussions on difficult concepts where there is disagreement. My impression is that key to its success is giving students course credit for their responses. I don't see students' attention drifting any more.Best wishes,Holly
On Oct 6, 2005, at 8:45 AM, Ross, Kathy wrote:
I've been thinking about the use of classroom response systems (akaclickers=HigherEd&content=engage) used along with team learning. Initially I waswondering whether the clickers could substitute for paper for the R.A.T.Now in reading Maureen's questions below, I am wondering they have someother uses, such as allowing the simultaneous reporting she wants inlieu of handing out cards.The clickers seem to be a way to accomplish interaction and simultaneousresponse even in larger classes, like Alice's Physicians Assistants, orin classes with numbers in the hundreds. (I have not used them yet so Iam not speaking from experience. Our campus is just placing our ordersto get started with the clickers.) Have any of you tried combining thattechnology with team learning?KathyKathy Ross, Ph.D.Instructional TechnologistCenter for Teaching, Learning & Assessment Indiana University Kokomo2300 South Washington PO Box 9003 Kokomo, IN 46904-9003765-455-9392------------------------------Date: Wed, 5 Oct 2005 13:18:17 -0500Subject: Re: translating conversations to the larger groupThis is a multi-part message in MIME format.------=_NextPart_000_0003_01C5C9AF.413EED70Content-Type: text/plain;charset="US-ASCII"Content-Transfer-Encoding: 7bitI have been having a similar reaction to my RATs: critiquing my testquestions. I do find some of their concerns legitimate and appreciatesincere efforts to suggest appropriate revisions, but I sometimes feelwhat they really want are easy questions. In terms of discussion, I havea much smaller class, but sometimes the same thing happens. I know Ineed to do more simultaneous reporting of responses (Who agrees ordisagrees? Choose the best example from 1, 2, or 3) so that they can seethat there are different ways of looking at an application and are theninspired to debate the issue as a whole class rather than hiding behindan erroneous assumption of agreement. It would require having indexcards with choices handed out to all and a call for simultaneousreporting, much easier in a smaller class. I have used it to discussethical issues (is this scenario ethical orunethical?) and had good results.-----Original Message-----From: Team Learning Discussion List [mailto:[log in to unmask]]On Behalf Of Automatic digest processorSent: Thursday, October 06, 2005 12:01 AMTo: Recipients of TEAMLEARNING-L digestsSubject: TEAMLEARNING-L Digest - 14 Sep 2005 to 5 Oct 2005 (#2005-45)There are 2 messages totalling 417 lines in this issue.Topics of the day:1. translating conversations to the larger group (2)----------------------------------------------------------------------Date: Wed, 5 Oct 2005 13:35:22 -0400Subject: translating conversations to the larger groupThis is a multi-part message in MIME format.------_=_NextPart_001_01C5C9D3.29B000A0Content-Type: text/plain;charset="us-ascii"Content-Transfer-Encoding: quoted-printableI have just begun to use team-based learning in a class of 41 PhysicianAssistant students; the current course is on communication in themedical encounter and I have found the team approach very enlivening.However, what I have noticed is that the team discussions are veryintense and lively and then when we come back together as a group, theconversation halts. Reviewing the questions poorly understood on theR.A.T. has taken a kind of semantic turn, as well (pointing to some ofmy limitations as a test question designer), rather than what seem to bethe more substantive issues.I am wondering if others have some techniques of transitioning, ormaking use of the energy of the teams to share some of the insights withthe entire class. Or does it matter? I had the experience of spendingtime with a team, engaged in a great conversation and then when Isuggested the topic be shared later on, the interest in discussing itseemed gone.Thanks,Alice=20Alice B. Fox, DrPH, PA-CMercy CollegeGraduate Program in Physician Assistant Studies1200 Waters PlaceBronx, N.Y. 10461(914)674-7658email: [log in to unmask]fax: (718)678-8605KathyKathy Ross, Ph.D.Instructional TechnologistCenter for Teaching, Learning & AssessmentIU Kokomo765-455-9392
Holly Bender
Holly Bender, DVM, PhD, Diplomate ACVP
Director, Biomedical Informatics Research Group
Room 2254 Veterinary Medicine
Department of Veterinary Pathology
College of Veterinary Medicine
Iowa State University
Ames, Iowa 50011-1250
ph. 515-294-7947
fax 515-294-5423
http://www.vetmed.iastate.edu/faculty_staff/profiles/hbender.asp
http://www.birg.vetmed.iastate.edu/