I give 5 RATs over the course of the semester with each one covering 1-2 chapters. I teach economics. Some texts are organized such that there are theoretical chapters followed by application chapters, so I assign the theory (concepts) for the RATs and address the applications later. My husband teaches leadership and typically gives 6 RATs over the semester, sometimes covering as much as 3 chapters but he has found that to be too much. Sometimes he only wants to cover half of the material in a chapter, so he directs the students to the relevant sections to read for the RATs. In regard to the first RAT: we both give it at the beginning of the second week of class, not the second day of class. I give some background material and/or do a team exercise that does not require background reading during the second class period, before the first RAT. My husband tends to do the same thing, along with an ice-breaker activity or two. We both do a "practice RAT" over the syllabus on the first day. We also both form teams on or before the first class period so the students end up with a substantial portion of two 50-minute class periods working in their teams before their first "real" RAT. Hope this helps. Molly Espey Applied Economics and Statistics Clemson University > Hello, > > My question is related to the distribution of course reading materials > and the RAT. Too-frequent use of the RAT causes students to memorize > rather than apply concepts. Therefore, each RAT covers a unit, which > in my case would be a few chapters worth of material. However, I am > concerned that it is inappropriate to assign more than one chapter for > prereading for a single class session, especially for the second class > session. > > How do those of you currently using TBL techniques organize reading > assignments? * Do you cover only six chapters? > * Assign multiple chapters for prereading for RAT days? > * Do other in-class activities before first RAT? > > I appreciate information about your experience and any suggestions you can > give. > > A bit about myself: > I am an assistant professor in psychology. I was recently was > introduced to "Team-Based Learning" (TBL) techniques through the > Academe newsletter, Sweet & Michaelson 07 Ed Psy Rev article, and the > teambasedlearning.org website. > > For the past year, prior to learning about the TBL techniques, the > primary use of class time has been in discussion groups (same group > for 8 weeks, assigning roles which change each session based on Millis > & Cottell 1998). But I have encountered some of the problems that are > addressed by TBL (social loafing, lack of engagement/excitement). I am > interested in using TBL techniques (RAT & application activities) to > help students actively engage with the course material (upper > division developmental psych & lower division research methods). > > In the past, to enforce class preparation I required completion of an > individual assignment for every chapter (answering several questions > that guide student's reading). In class students would discuss > "thought-provoking" questions that applied or extended the material > from that chapter and then the next class session we would move onto > the next chapter. I now realize that the repetitive nature of this > class organization taxes students motivation and leads to burnout for > both the students and myself. In addition to this content coverage in > class, students apply content by conducting a separate > group/individual research project: in groups students design study, > collect data, and analyze findings and then individually write a > research report. > > best regards, > -Lara > ___________________ > Lara M. Triona, Ph.D. > Assistant Professor > CSU Fresno, Psychology Department > 2576 E. San Ramon ST11 > Fresno, CA 93740 > > [log in to unmask] > office: 559.278-3043 > fax: 559.278-7910 > http://psych.csufresno.edu/ >