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.
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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)
.