Jim
Sibley
Director
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
Blog: Adventures in Instructional Support: http://ipeer.apsc.ubc.ca/wordpress/
e-Portfolio: http://ipeer.apsc.ubc.ca/wiki/index.php/Jim_Sibley_Portfolio
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-----Original Message-----
From: Team Learning Discussion
List [
mailto:[log in to unmask]]
On Behalf Of Lara Triona
Sent: Tuesday, July 08, 2008 8:57 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/