I find this five minute rule fascinating. Does anyone fear that a team
or individual that might finish quickly will hold back so as not to put
pressure on their class mates.? Also, do you allow students to talk,
leave the classroom or review while waiting for the others to finish?
Bender, Holly S [V PTH] wrote:
> Great explanation of the 5 minute rule Derek.
> Derek was responding to my question in 2004 in the link below and I
> have been using it ever since. I love the 5 minute rule! It never
> fails. It automatically adjusts the timing of each exercise to fit
> its perceived difficulty. Before I used the 5 minute rule, I was not
> able to predict the difficulty of each exercise with accuracy. Each
> year, I typically have several students with learning disabilities in
> my class, but they now elect to participate in RATS with their
> classmates because this rule allows sufficient time for them to
> complete the exercises as well. When we used bubble sheets, I used
> the procedure Derek describes below. Now that our students all have
> tablet computers, we do our in class quizzing online. I put a piece
> of paper called a "done ticket" for each student in their team folder.
> The Done Ticket is a picture of a movie theater ticket with the word
> Done printed on it. When each student completes their iRAT, they
> submit their Done Ticket to a team representative. When all of a
> team's Done Tickets are collected by the representative, that person
> uses a team clicker to register that the team is done. This shows up
> on the projection screen in a response grid. Once the first team
> clicks in, this starts the 5 minute rule. It takes the all of the
> angst and grief out of timing and everyone relaxes.
> Thank you!
> Holly
>
> On Jun 28, 2010, at 9:42 PM, Lane, Derek R wrote:
>
>> I posted this response in 2004 to the TBL listserv
>> ( http://list.olt.ubc.ca/cgi-bin/wa?A2=ind0410&L=TEAMLEARNING-L&P=R119&Y=jim.sibley%40ubc.ca
>> <http://list.olt.ubc.ca/cgi-bin/wa?A2=ind0410&L=TEAMLEARNING-L&P=R119&[log in to unmask]>
>> )
>> but thought it may help to repost . . .
>>
>> THE FIVE MINUTE RULE
>> Basically, I allow everyone in the class five minutes more than the slowest
>> individual on the fastest team to finish taking their individual (and their
>> team) tests. Let me explain by way of example.
>>
>> As students finish their individual tests, they place their individual
>> scantron forms inside a team folder. As soon as everyone on one team has
>> finished their individual test and placed them in the group folder, one of
>> the team members brings the folder to me. I then announce to the class
>> that the "5 MINUTE RULE IS IN EFFECT." Everyone now has 5 minutes to
>> complete their individual tests. This procedure prevents individuals to
>> benefit from overhearing teams talk about the TRATs--it also provides a
>> quiet and respectful atmosphere for students who require silence to perform
>> effectively on quizzes.
>>
>> I also use the 5 MINUTE RULE for the TRATs. As soon as the first team is
>> finished with their TRAT I announce that the rest of the class has 5
>> minutes remaining to finish their TRAT. This prevents teams from wasting
>> class time as they know that nothing else can be going on in the classroom
>> while they are finishing their test.
>>
>> When I was first exposed to Team-Based Learning as a graduate student in
>> 1993, I was amazed that students (both graduate and undergraduate) were
>> able to complete their IRATS within the allotted time. I have been using
>> TBL primarily in communication courses with undergraduate students at the
>> University of Kentucky since 1996. I've also used them with statistics and
>> research methods courses. Students with learning disabilities are able to
>> complete the IRATs in the time allotted without any problem. Though, when
>> I have visually impaired students I have to provide a reader and another
>> ajoining classroom (or office) so that the blind student can be given the
>> IRAT orally. In many cases, the blind student finishes the IRAT well
>> before any of the other individual students.
>>
>> The 5 MINUTE RULE should eliminate the problems associated with IRAT honor
>> issues.
>>
>> As far as feedback from individual IRATS:
>>
>> I scan each of the individual IRATs as the teams are taking their TRATs (preferably with the IF-AT cards).
>> When the first team finishes their TRAT, they bring either the Team scantron form (or, the completed IF-AT form) to me.
>> I record the team score on the board (for comparison purposes and for global feedback to the class) and place the IF-AT form (or Team scantron form)
>> inside the team folder which I return to the team. Individual team members the record their individual scores, their team score, and
>> (when appropriate) begin writing appeals.
>> Hope this helps.
>>
>>
>> *-Derek*
>>
>> * *
>>
>> *Derek R. Lane, Ph.D.
>> *Associate Professor*
>> *H. Lester Reynolds Endowed Professor in Engineering*
>> *Department of Communication <http://comm.uky.edu/>*
>> *249 Grehan Building*
>> *University of Kentucky <http://www.uky.edu/>*
>> *Lexington, KY 40506-0042*
>> *Tel: (859) 257-2295 *
>> *Fax: (859) 257-4103*
>> *Email: [log in to unmask] <mailto:[log in to unmask]>*
>> *Faculty website: http://www.uky.edu/~drlane
>>
>> ** <http://www.uky.edu/%7Edrlane>
>>
>> *PROUD TO BE A GREEN DOT SUPPORTER* <http://www.greendotkentucky.com/>
>>
>> *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 28, 2010, at 4:06 PM, Dean Parmelee wrote:
>>
>>> We use flag poles. When a team has finished the GRAT or tRAT
>>> then they put their flag in. When half the team flags are up, then
>>> there are only 5 min remaining. This is something you can get
>>> the class to vote on early in the course - they appreciate the buy-in
>>> and setting some time limits. We do have a time limit on the IRAT
>>> to make sure everyone is there on time. Prompt attendance is a
>>> a must. Dean
>>>
>>> Dean Parmelee, M.D.
>>> Associate Dean for Academic Affairs
>>> Boonshoft School of Medicine
>>> Wright State University
>>> Dayton, Ohio
>>> http://www.med.wright.edu/aa/parmelee.html
>>>
>>>
>>>
>>> On Jun 28, 2010, at 12:26 PM, Rosalind Warner wrote:
>>>
>>>> Hi,
>>>>
>>>> I have been using TBL for about 3 years with considerable success
>>>> in Political Science courses, so am fairly experienced. I use the
>>>> IFAT forms in multiple-choice RATs, and use individual, team and
>>>> peer assessment.
>>>>
>>>> Does anyone know what to do with the few minutes in between the
>>>> IRAT and TRAT, when people are waiting for team members to complete
>>>> the individual RAT? Or when different teams complete the TRAT at
>>>> different speeds, some just wing through it and other teams have to
>>>> ponder longer.
>>>>
>>>> I have up to now told the class that I do not rigidly time the
>>>> IRATs or the TRATs, but give reminders to be aware of others and to
>>>> try to complete in a timely manner, but there are always the same
>>>> students who tend to take longer.
>>>>
>>>> I have also handed out reading materials in preparation for future
>>>> classes, or given them worksheets. In the case of teams, they have
>>>> ongoing projects to work on together.
>>>>
>>>> The noise level tends to increase for the whole class during this
>>>> 'dead time' and laptops tend to be opened, making it even harder
>>>> for those who take longer to finish.
>>>>
>>>> I am reluctant to rigidly time these as I want to avoid the time
>>>> pressure constraints, but any ideas would be welcome.
>>>>
>>>>
>>>>
>>>> Rosalind Warner
>>>>
>>>> Okanagan College
>>>>
>>>> Department of Political Science
>>>> 1000 KLO Road
>>>> Kelowna, BC
>>>> V1Y 4X8
>>>
>>
>
> Holly Bender, DVM, PhD, Diplomate ACVP
> Room 2254 Veterinary Medicine
> Professor, Department of Veterinary Pathology
> College of Veterinary Medicine
> Iowa State University
> Ames, Iowa 50011-1250
> ph. 515-294-7947
> [log in to unmask] <http:[log in to unmask]>
> http://vetmed.iastate.edu/users/hbender
> <http://www.vetmed.iastate.edu/faculty_staff/profiles/hbender.asp>
>
--
Herb Coleman,Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746
*************************************************
"I, and every other professor on this campus, are
here to help you to find, take back, and keep your
righteous mind."
---Professor Melvin Tolson
from the motion picture "The Great Debaters"
*************************************************