">http://list.olt.ubc.ca/cgi-bin/wa?A2=ind0410&L=TEAMLEARNING-L&P=R119&Y=jim.sibley%40ubc.ca
)
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
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
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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
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