Hi Karen, The trick to TBL in High School classrooms is Individual Accountability. To answer your first question, you want all of the group work to be done in class. The answer to your second question is a bit more complex. You may want to keep the same basic application exercise, but with a different substance. If the key learning outcome is related to the accurate identification (using an effective process) of the substance, you could change the substance for each course (but using the same substance in each class). Let me know if you have additional questions. -Derek Derek R. Lane, Ph.D. Associate Professor H. Lester Reynolds Endowed Professor in Engineering Department of Communication 249 Grehan Building University of Kentucky Lexington, KY 40506-0042 Tel: (859) 257-2295 Fax: (859) 257-4103 Email: [log in to unmask] Faculty website: http://www.uky.edu/~drlane PROUD TO BE A GREEN DOT SUPPORTER IMPORTANT DISCLAIMER REGARDING THIS TRANSMISSION: The contents of this email message and any attachments are confidential and intended solely for the addressee(s). The information may also be confidential and legally privileged. This transmission is sent in trust, for the sole purpose of delivery to the intended recipient(s). If you have received this transmission in error, any use, reproduction, or dissemination of this transmission is strictly prohibited. Neither the transmission of this email message and any attachments nor any error in transmission or misdelivery shall constitute waiver of any applicable legal privilege. If you are not the intended recipient, please immediately notify the sender by reply email and delete this message and any attachments. On Jun 13, 2009, at 6:04 PM, K. Hoff wrote: > As I said in a previous post, I have many questions. I believe it > would > be best if I only asked a few at a time, so I'll start with these: > > 1. How much work is done by the groups outside of class? One > problem I > would encounter in a high school group is that many students do not > have > the means to drive somewhere. I'm afraid, though, if I chose my > groups > based on where students live, that I would lose some of the diversity. > (I live in a very large district in terms of land area.) > > 2. How do you keep groups from passing answers to later classes? I'm > not thinking about multiple choice answers, because that would be easy > to solve. I'm thinking more like a lab result. Maybe I have a group > work in the lab to identify a substance, and this might be an > experiment > I cannot change for each class, so the answer would be the same. (I > think this would qualify as a team-based activity, since I could have > simultaneous reporting of the answer, which could lead to a lot of > disagreement. Right?) Anyway, this would be an easy answer to give > to > a friend. > Maybe I can only do this with experiments that can be slightly > changed, but that would really complicate my life! > > Thanks, > > Karen Hoff