I don't actually say a lot about TBL to the students initially, except to make it clear to them that I will be the one making the teams, that students will be in the same team for the whole semester, and that ALL team work will be in class. Then I run through the RAT process with the syllabus a la Michelsen (individuals read the syllabus, take an iRAT on it, then take the tRAT). That, and clarifying and emphasizing important points pretty much takes the first class period. I usually teach MWF 50 minutes at a time. The second class, Friday, I have a variety of team based activities, a few very basic multiple choice on the board generating team discussion, and one more detailed getting at some aspect of the course that students can do a good bit of without course content. For example, I teach natural resource economics, so I might have the students discuss as many of the effects across the economy of rising oil prices as they can think of and illustrate it some way on a piece of paper. This is fun for them, lets them see that they already know a bit of economics, and that working with others in class doesn't have to be a drag or all the work falling on one or two top students. So, explaining by demonstrating. Molly Espey > Tim & Jim, > I am attaching a couple of my attempts to capture a TBL explanation in my > 1st day handout. > > Jim's idea to do a midterm weighting adjustment sounds like great advice! > I > keep clinging to setting the grade weights but I am finally putting on my > big professor pants and taking the plunge this fall :) > > I have found it very helpful to not only do a midterm anonymous "soft" > team > mate eval, but also a "soft" anonymous class eval and then make 2nd half > changes based on this. Students seem to appreciate both of these. > > What do other folks have for student orientation to TBL materials? > > Best of luck to you Tim! While it may be a challenging term, it should be > rewarding and educational for you :) > -Mike > > Mike Welker > History Adjunct Faculty > & Interim Coordinator, Distance Learning > North Central State College > Mansfield, Ohio > (419) 755-4706 - ofc. > [log in to unmask] > Room 163 Kehoe (Shelby) > Campus Mail: AT-27 > > "Remember, I'm pulling for you... we're all in this together. Keep your > stick on the ice." -Red Green > > > On Wed, Jul 7, 2010 at 1:35 PM, Jim Sibley <[log in to unmask]> wrote: > >> Hi Tim >> >> No sure if anyone has responded >> >> The getting students to set grade weights is a good idea.... >> >> Let students figure out how to solve stalemates....unlikely if it comes >> to >> some form of vote that the class would split exactly down the middle >> >> but see your problem with add/drops........Can you set the weight for >> the >> first round and move the activity of grade weight setting to later in >> course >> >> With the add/drops....if you create teams in the classroom....could “are >> you like to NOT drop this course” be a criteria you use for team >> formation....that way team members might come and go but each team would >> have a consistent core >> >> Attached is my TBL handout that is probably too complicated for >> classroom >> purpose........anyone have some piece to insert in a syllabus? >> >> JIm >> >> >> ------------------------------ >> *From: *Tim Connors <[log in to unmask]> >> *Reply-To: *Tim Connors <[log in to unmask]> >> *Date: *Mon, 05 Jul 2010 13:15:55 -0400 >> *To: *<[log in to unmask]> >> *Subject: *1st Week TBL - Advice >> >> I have been baby-stepping my way into TBL over the past year but now >> feel >> like "going all the way." I could use some advice/examples on how to >> implement a couple of things I have not yet done. The class I will be >> doing >> this with is an upper division undergraduate course in theatre history >> that >> is required of all theatre majors and minors (virtually the entire class >> will be majors or minors). >> >> The first of these is grading. Up to now I have pre-determined the >> grading >> system: 70% individual; 20% team; 10% team maintenance. I want to >> allow >> the class to determine the grading this Fall. Would it be out of line >> for >> me to establish a minimum % for each of these (e.g., *minimum* of 50% >> individual, 10% team, and 5% team maintenance)? If I don't establish >> minimums, what kind(s) of issues might I anticipate? How are stalemates >> resolved? >> >> Also, drop/add for the class won't be over until after the third class >> session (course is MWF, 50-minutes per class). It seems unfair to wait >> until the 4th class session (after the deadline to drop) to determine >> the >> grading system. And I have an "intro to teams" activity I want to use >> during the first week. Should I make temporary teams for grading and >> the >> first activity, or make permanent teams and hope that a bunch of people >> from >> one team don't drop? >> >> And, lastly, does anyone have a student handout and/or intro to TBL >> presentation they use in your first class session that you would be >> willing >> to share? >> >> Thanks very much. >> >> Tim >> >> >> >> Timothy D. Connors >> Professor of Theatre >> Central Michigan University >> >> Office/Voice: 989-774-3815 >> Fax: 989-774-2498 >> >> >> >> >> >> >