Dear Jennifer, The heart of the engagement is the facilitation. As Larry Michaelsen has often said - the "Power of Why" - For the GRATS - and the IF-AT forms, we know which options students chose before they chose the correct one. So, one of the first questions to any team that might have missed it - is why did you choose option X? We may also go to a team who got it right and as "Why did you NOT choose Y (the incorrect response) - this gives lots of discussion. For the application, we also use the clickers to submit any of the questions that might be MCQ (not all of them are, but that is a different story). We didn't want anyone to "change their minds" after seeing what people put up (and it helped us keep track of answers). We never show the graph - nor say what the right answer is until there is a full discussion. Once again - Why did you choose A, Why did you not choose C? Have them debate it out and see if the teams who actually got it correct can explain it well enough that the teams with the incorrect answers say - Yeah - I get that - or counter back with But I don't understand Y. What is beautiful to see is that the debate is between the teams - and the faculty often do not have to say much at all. If not it is complex and the teams are having difficulty, then faculty will share what we thought was the correct answer (often agreeing with Teams X,Y,Z....) and see if there are any further questions/concerns from the teams who had a different option - but will try to get another team to explain as much as possible. And, yes, we have some questions where there are up to 10 responses - so yes, we do have to make up multiple cards. Sandy ******************************************************** Sandy COOK, PhD | Senior Associate Dean, Curriculum Development | Medical Education, Research, and Evaluation (MERE) | Duke-NUS Graduate Medical School Singapore | Khoo Teck Puat Building | 8 College Road Singapore |169857 | W: (65) 6516 8722| F: (65) 6227 2698 | email: [log in to unmask]<mailto:[log in to unmask]> | web: http://www.duke-nus.edu.sg<http://www.duke-nus.edu.sg/>; Administrative Executive: Belinda Yeo | [log in to unmask]<mailto:[log in to unmask]> | 6516-8511 Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you. From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Emke, Amanda R. Sent: Friday, September 17, 2010 7:11 AM To: [log in to unmask] Subject: Re: simultaneous reporting and clickers Jennifer... Like one of the other respondents, I use clickers for the team responses and then the teams must hold up a card with the letter for simultaneous reporting. In this way, students see where they fall within the class as a whole but with the cards, we can facilitate calling on teams. I also tend to start with the teams that answered incorrectly and then open it to the rest of the class to help correct the misconception/problem. Amanda R. Emke, MD Course Master, Pre-Clinical Pediatrics, Washington University School of Medicine ________________________________ From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Gary D Lynne Sent: Thursday, September 16, 2010 5:55 PM To: [log in to unmask] Subject: Re: simultaneous reporting and clickers Jennifer... We use individual (students provide these) clickers for the iRATs, and, then, use Team clickers (we provide these) for the tRATs... the Teams designating one person to "click-in" the "first scratch" they chose on each question, as they work through the IF AT scratch-off form... So, the Team responses come into the data base (we use the Response clicker system).... and we know how the Team responded relative to all other Teams, immediately, for further discussion in class, after they finish scratching the IF AT forms. Just a thought... Gary Gary D. Lynne, Professor Department of Agricultural Economics and School of Natural Resources 103B Filley University of Nebraska-Lincoln Lincoln, NE 68583-0922 USA Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html Phone: 1-402-472-8281 Cell: 1-402-430-3100 This message and any attachments are confidential, may contain privileged information, and are intended solely for the recipient(s) named above. If you are not the intended recipient, or a person responsible for delivery to the named recipient, any review, distribution, dissemination or copying by you is prohibited. If you have received this message in error, you should notify the sender by return e-mail and delete the message from your computer system and destroy any copies in any form. "We are always only one failed generational transfer of knowledge away from darkest ignorance" (Herman Daly) "We do not just have our own interests. We share interests with others. Empathy ... exemplifies the implicit solidarity of human nature" (Robert Solomon) "Whoever frames the debate tends to win the debate" (George Lakoff) [cid:image001.gif@01CB5849.AED4A720]Jennifer Imazeki ---09/16/2010 03:50:37 PM---Hi all, Jennifer Imazeki <[log in to unmask]> Sent by: Team-Based Learning <[log in to unmask]> 09/16/2010 03:50 PM Please respond to Jennifer Imazeki <[log in to unmask]> To [log in to unmask] cc 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