Ideas off the top of my head Use your CMS for the IRAT....might help classroom logistics for RATs We divide our big classes (not as big as this class) into number of divisions (we have team A1-5,B1-5, etc)....it helps us in the reporting to ensure that we at least engage different parts of the classroom. I think engagement during reporting will be your biggest issue since one person from one group will be talking at any one time. We have talked about having the division reach a consensus decision and then do the reporting by division.....have quite figured out how that would work....yet.....we have also tried to think of ways to foster inter-division competition (bonus points, status....who knows) to increase engagement during reporting. I have been talking to PRS (classroom response system) about the possibility of displaying results on a classroom map (i.e. a clicker per group)....this would let students and instructor quickly see the diversity of thinking between groups (since you will have....uuuugh....55+ groups) I will be VERY interested on how this works out. Jim -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Michael Sweet Sent: Thursday, March 30, 2006 9:52 AM To: [log in to unmask] Subject: TBL scalability put to the test Hey Everyone, I am about to start co-piloting for an instructor who wants to implement TBL in her class of 380. The class is "Theater for Non-Majors" with no discussion sections, just lecture. So, you can imagine how seriously most students take the class. I suggested TBL as a way to engage the students and decrease the anonymity of their experience. Beyond the wonderful info in the TBL book, has anyone implemented TBL recently in a class that large? If so, any suggestions or lessons-learned? -M Michael Sweet Instructional Consultant Division of Instructional Innovation and Assessment The University of Texas at Austin MAI 2206 Mail Code: G2100 Austin, TX. 78712 http://www.utexas.edu/academic/diia/