Dear Karla, Sorry for the late responses. I'm going through some old emails, trying to catch up on some things. We are fortunate that we don't have to work within a 50 min class, so I probably cannot judge best how many questions to present, but I thought I would share a few strategies that we have been using to manage time a bit. We used to do one question at a time - but that often left very little time for the last questions. The advantage was that subsequent questions could not inadvertently reveal the answer to earlier questions. But to budget time better and still keep some control over revealing answers we wait until all the questions are answered before we give out answers, but we give the questions out in a staged manner. We tell the students how many questions there are, how many points per question, and how much time they have. Then they can pace themselves through the questions, getting only certain questions at a time. Once they submit their responses, they get the next set of questions. So, as an example, if we had 5 questions, but say 3 & 4 were follow-up to 1 & 2. We didn't want a wrong answer in 1 & 2 to impact how they answered 3 & 4. So we would give 1 & 2 first. Once teams submit their answers (either using team clicker if it is a MCQ type question, or write on paper, but submit answer), they get the next set of questions. The next set will generally illuminate the direction they were supposed to go - "given that the answer to 2 was x....." then the next question. This allows us to build up on previous questions without explanation (yet), but doesn't permit the students to work off of a wrong premise. Then, when time is over for answering, we go through the responses. When the responses are not MCQ type - we used to use big paper and even white boards to have students put up responses, but it was a bit messy and teams could see other people's responses. Right now we are having them write their answers on small pieces of paper, which they turn in once done (to get next question), and we tape it to a sheet of paper by team. Except for perhaps the last question, faculty get a chance to look over the responses, ponder the points, and strategize how they want to facilitate the discussion among the class. We then use a visualizer (like a camera that can show what is on a table and project on to the screen) for the simultaneous reporting. Of course we only have 8 teams - so that fits nicely on one page. If we had more teams we would have to explore some other options. ******************************************************** WE HAVE CHANGED OUR EMAIL ADDRESS - PLEASE CHANGE TO [log in to unmask] Sandy COOK, PhD | Associate Dean, Curriculum Development | Medical Education, Research, and Evaluation (MERE) | Duke-NUS Graduate Medical School Singapore | Khoo Teck Puat Building | 8 College Road Singapore |169857 | W: (65) 6516 8722| F: (65) 6227 2698 | email: [log in to unmask] <mailto:[log in to unmask]> | web: http://www.duke-nus.edu.sg <http://www.gms.edu.sg/> ; Administrative Executive: Belinda Yeo | [log in to unmask] | 6516-8511 Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you. ________________________________ From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Kubitz, Karla Sent: Friday, September 25, 2009 9:34 PM To: [log in to unmask] Subject: Follow-along question from Larry's webnair Hi all, For those of you who use the 'diving card' type application exercises, I have a couple of follow-up questions. If you were doing a 50 minute class, about how many 'questions' would you prepare? Would you have the teams work through all questions first and then do the sharing/ cross-team discussing or would you go one by one? For those who grade this type of exercise, do you use any particular sort of sheet for them to record their justifications so that you can grade them? Thanks for any insights. Karla Karla Kubitz, Ph.D., FACSM Department of Kinesiology Towson University 8000 York Rd Towson, MD 21252 410-704-3168 (ph) 410-704-3912 (fax) .