I want to ditto Mike's comment. I accidentally marked a correct answer as wrong on one RAP last quarter and the response was the same - the teams ALL did appeals and then were much more eager to try to catch me messing up for the subsequent quizzes. -Melissa On Fri, Jan 16, 2009 at 9:36 AM, Fritz Laux <[log in to unmask]> wrote: > Mike: > > > > You might be fine without the appeals. My suggestion is to keep them and > here are two perspectives. > > > > 1) Some teams finish earlier than others, thus I like the appeals as > a way for the early finishers to occupy their time. > > 2) I give a demonstration iRAT with T-RAT. For this, I deliberately > mess up one of the answers on the scratch-off IF-AT form (i.e., for one > question, the star is located under 'c' when 'd' is clearly the correct > answer). Students complain and I explain, "well, there's an appeal > process." Then, at your discretion, you can do this again with, perhaps RAT > 2. Then it becomes a joke with the students never really being sure if they > should trust the answer sheet or if they should do the research to mount an > appeal. > > > > Best… and my congratulations to you on being a history professor, > > > > Fritz > > > ------------------------------ > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Michael Renock-Welker > *Sent:* Friday, January 16, 2009 10:34 AM > *To:* [log in to unmask] > *Subject:* RAT challenges?? > > > > Hello all! > > Happy to be on this list with all you other TBLers :) I am not alone! ;) > > > > I have a question/issue with my TBL implementation which I am hoping the > assembled wise brains here can help me out with... > > > > I teach History courses online occasionally but mostly via video > conferencing to 3 remote sites around our 2-year college "service area" in > addition to students at the main site with me. After noting the intense "us > v. the world" bonding mentality of the remote video sites and trying to find > some way to turn that remote site 'separate and not equal" weakness of the > medium into a strength, I literally lucked into winning a copy of the TBL > book at a conference :) My video teaching life has been changed by this > technique with a much more learning and application centered classroom, but > more crucially for this medium, a much more interactive and inclusive class > experience for ALL sites. Each site is a team and all in-class activities > (or 95% of them at least) are team based application activities. > > > > Only hitch in the giddyup I have is with the RAQs (Readiness Assessment > QUIZZES which based on recent dialog here I will be changing to a different > title next quarter!). My RAQs are only 4-5 questions long (in large part due > to the structure of the text chapters and density of material) yet I have > never had much luck with the challenge piece post quiz OR in getting > "educatative" dialog going about the questions vs. fishing for parsing > answer choices to win some points back. So much so that I have in recent > quarters, simply ditched the appeals process and instead, "harvest" data > from missed questions to then drive the following sessions' activities and > focus. This has been working good, with me emphasizing the following class > period that we are focusing and doing what we are as it is the areas the > RAQs spotlighted as weakest as a class. However, I am concerned that this > break with TBL orthodoxy is costing the class an opportunity or I am missing > out on some key dynamic for even better TBLing?? > > > > Thanks in advance for any advice or counsel as well as for all the > excellent dialog here :) > > -Mike Renock-Welker, > > History Adjunct Instructor & Distance Learning Instructional Designer > > North Central State College > > Mansfield, Ohio > > > > > "Remember, I'm pulling for you... we're all in this together. Keep your > stick on the ice." -Red Green > >