Hi Lara We also do the practice RAT as well...in first or second day of class....based on syllabus Jim -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Lara Triona Sent: Wednesday, July 09, 2008 7:39 AM To: [log in to unmask] Subject: Re: distributing readings & RAT Thanks to all who have replied so far. It is really neat to see the variety and yet the consistency across responses. I compiled the responses in a table (doc format) that is attached if you are interested. best regards, -Lara >> -----Original Message----- >> From: Team Learning Discussion List >> [mailto:[log in to unmask]] >> On Behalf Of Lara Triona >> Sent: Tuesday, July 08, 2008 10:57 AM >> To: [log in to unmask] >> Subject: distributing readings & RAT >> >> 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/