I think it is important to determine where the confusion was for the team or teams that did NOT get the correct answer. I always know the team answers because my teams hold up lettered cards. But, I agree that it can sometimes be challenging getting good discussion out of this. I usually call on the team(s) with the incorrect answer first to provide an explanation for their answer and then ask a "matched-with-my-choice" team to try to correct the misunderstanding. Any other suggestions? Amanda Emke Amanda R. Emke, MD Course Master, Pre-Clinical Pediatrics, Washington University School of Medicine Instructor, Division of Pediatric Hospital Medicine Fellow, Division of Pediatric Critical Care Medicine One Children's Place, NWT Box 8116 St. Louis, MO 63110 -----Original Message----- From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jackson, John Mark Sent: Wednesday, September 22, 2010 12:10 PM To: [log in to unmask] Subject: Re: simultaneous reporting and clickers--Don't the principles Derek, thanks for sharing this idea. I picked up a good point and that is: if there is a clear majority the minority won't want to speak up. If there is a good split then they are more willing to speak up. So do we ask them to speak up anyway if there is a clear majority, or just ask them when there is a good split of opinion? John Mark --------------------------------- John Mark Jackson, OD, MS, FAAO Southern College of Optometry (901) 722-3314 Skype: jacksonsco > From: "Bruff, Derek O" <[log in to unmask]> > Reply-To: "Bruff, Derek O" <[log in to unmask]> > Date: Wed, 22 Sep 2010 11:44:44 -0500 > To: "[log in to unmask]" <[log in to unmask]> > Subject: Re: simultaneous reporting and clickers--Don't the principles > > Hi Larry, > > Thanks for clarifying the key principle at play here. As someone with lots of > clickers experience but very little TBL experience, I'll focus on the role > that clickers play in relation to that principle of having teams accountable > to each other. > > You're correct in saying that the display of the frequency graph doesn't > provide the accountability you're interested in creating. However, that's not > the main role I see for the graph. I'll show the graph if I think that it > will encourage students to contribute to the classwide discussion that follows > the clicker question. So, for instance, if two or three answer choices are > popular, students will see that the question is a tough one, worth digging > into, which encourages participation. > > If I don't think the graph will encourage participation, I won't show it. I > worry that students won't want to speak up and represent minority opinions > (because, as you note, it takes a lot of courage to do so), so if there's one > response that's far more popular than the others, I won't show the graph. > That way, students who have minority opinions won't *know* they have minority > opinions and thus be more willing to speak up and represent them. > > More generally, the display of results of a clicker question isn't the *end* > of an activity, it's the midpoint. The graph can help frame and enhance the > classwide discussion that follows. And it's during that classwide discussion > that the accountability is created. > > Best, > Derek > > -- > Derek Bruff, Ph.D. > Assistant Director, Center for Teaching > Senior Lecturer, Department of Mathematics > Vanderbilt University > www.vanderbilt.edu/cft/ > www.derekbruff.com/teachingwithcrs/ > twitter.com/derekbruff > > > -----Original Message----- > From: Larry Michaelsen [mailto:[log in to unmask]] > Sent: Monday, September 20, 2010 5:01 PM > Subject: Re: simultaneous reporting and clickers--Don't the principles > > From my perspective, the underlying principle is that, whatever method you > use, TEAMS MUST BE ACCOUNTABLE TO EACH OTHER. Thus, frequency graph is NOT an > acceptable reporting alternative because individual team choices are > anonymous. My most powerful learning experiences occur when only one (or 2) > of a whole bunch of teams get(s) the best answer and is/are successful at > convincing the others. In fact, I've even had one occasion in which no one > was correct but, there was enough divergence of opinion to enable students to > expose the weaknesses in each of the selected alternatives and discover the > "correct" answer in the process. It takes a lot of courage to stand up for a > minority position and, unless everyone knows who chose what, the vast majority > of my students will remain anonymous if the reporting method allows them to do > it. > > Larry > > > ----- > Larry K. Michaelsen > Professor of Management > University of Central Missouri > Dockery 400G > Warrensburg, MO 64093 > > [log in to unmask] > 660/429-9873 voice <---NEW ATT cell phone > 660/543-8465 fax > > > >>>> Jennifer Imazeki <[log in to unmask]> 09/20/10 10:52 AM >>> > Thanks to everyone for your advice. I guess what I'm mainly trying to > figure out is whether the TBL emphasis on simultaneous reporting is > mostly because you want students to register a response before seeing > what everyone else answered (and pubic reporting is just a way of > ensuring students take ownership of their answer), or if there is also > some value in specifically having students see what everyone else > answered. I'm gathering from the responses from the list that public > reporting may not be so crucial. Thanks! > > On Mon, Sep 20, 2010 at 7:49 AM, Bruff, Derek O > <[log in to unmask]> wrote: >> Hi Jennifer, >> >> I would take Bill Goffe's approach: Don't show students the graph of >> responses unless doing so will encourage more discussion. The worst case >> graph is where 60% or so of students select the same answer and the rest of >> the students are evenly distributed among the other answers. The resulting >> graph has one very tall bar and lots of little ones. When students see this >> graph, it's easy for them to assume that the popular answer is the correct >> one, even though 40% of the students aren't on board. >> >> I make it a practice to "mute" the projector screen (or switch it over to >> another computer if there's no "mute" button) before displaying the results >> graph. I take a look at the graph without showing it to the students. If I >> get a graph like the "worst case" I described above, I'll jump straight into >> the discussion without showing students the graph. On the other hand, if >> there are two or three answer choices that are popular, I *will* show >> students that graph. Seeing results like that tells students that the >> question is a tough one and worth discussing. >> >> If you want to identify individual answers (which is easier with 13 teams >> than 100 students), then your clicker system might have some kind of pop-up >> window you can trigger that lists individual responses. I'm not familiar >> enough with eInstruction to know if they have something like this. This >> approach is what I've started calling "warm calling." It's not quite cold >> calling since you know how the student or team you call upon has answered and >> since they've had some time to think about the question. I blogged about >> warm calling a few weeks ago: >> >> http://derekbruff.com/teachingwithcrs/?cat=107 >> >> Best, >> Derek >> >> -- >> Derek Bruff, Ph.D. >> Assistant Director, Center for Teaching >> Senior Lecturer, Department of Mathematics >> Vanderbilt University >> www.vanderbilt.edu/cft/ >> www.derekbruff.com/teachingwithcrs/ >> twitter.com/derekbruff >> >> -----Original Message----- >> From: Jennifer Imazeki [mailto:[log in to unmask]] >> Sent: Thursday, September 16, 2010 3:49 PM >> Subject: simultaneous reporting and clickers >> >> Hi all, >> >> I use clickers to have teams submit their responses. After the >> responses are in, I show the chart of responses. One challenge I've >> had in a few cases is that when the large majority of teams select one >> of the responses, then the few teams who select something else seem >> quite reluctant to defend their choice. With the clickers, I can't >> actually see who answered what (only the number selecting each >> response) so I can't immediately call on the teams to explain their >> choice. One thing in John's email yesterday caught my eye - he >> mentioned having students hold up a colored card reflecting their >> answers as well as submitting responses with clickers. But for some of >> my questions, there are as many as 7 or 8 possible responses so I'd >> have to make a lot of cards (and I worry a bit that reducing to just >> four or five answer choices would make things too easy). My current >> solution is to randomly select a team and ask them to say which >> response they chose and explain why they thought that was the BEST >> answer - and mostly, the other teams will then chime in. But if >> anyone has other ideas, I'd appreciate hearing them... >> >> Jennifer >> **************************** >> Jennifer Imazeki >> Department of Economics >> San Diego State University >> homepage: http://www-rohan.sdsu.edu/~jimazeki/ >> Economics for Teachers blog: http://economicsforteachers.blogspot.com >> >