This year for my initial review of course material, I created this exercise. *Sticky Note Review* *Purpose:* Begining the review process, by highlighting many of the concepts from previous modules. Turning on the light bulbs, per say. Reinforces that many concepts (more than students realize) have been learned over the term. Wetting the student's appetite to appreciate that there are many concepts that must be reviewed before a final exam. Bringing back earlier concepts in this brief manner, also encourages the students to review textbooks and notes in a very different manner. 1. Divide into TBL groups 2. Each group is given pads of small sticky notes - which each member receives a few. 3. Round One - give the students ten (10) minutes and ask them to review module 1 and list as many concepts they can think of from that module. Students may use aids such as textbooks, notes etc. 4. Students then arrange all their answers (alpha) on a wall. 5. Each group nominate a spokesperson. 6. Once the ten(10) lapses, ask each group to merely count their entries. Record on the board at the front of the class. Praise the group with the highest number of entries. 7. Next, randomly request from each group a concept listed on the wall. If any other group listed the same concept, it must be removed from the wall. 8. Continue around the groups until most of the concepts are removed - Last concept remaining wins. 9. Round Two - students are given ten (10) minutes again to review another module in the book (don't go sequentially - pick the module randomly) to list as many concepts they can think of from that module. Display their concepts on the wall - preferably in alphabetical order. 10. Once the ten(10) lapses, ask each group to count their entries. Record on the board at the front of the class. Praise the group with the highest number of entries. I found the entries in this round is twice that of the first round. Again, praise the group with the largest number. 11. Next, ask each group to locate, their most unique concept they have listed. Once the concept is announced, any group that has that entry must remove it from the wall. You will notice that students feel genuinely disappointed if other groups had their 'most unique' idea. Don't worry about policing - groups are very efficient at this. 12. Play this until you have removed most if not all the stickies from each group wall. Those concepts that remain - win as does its group. You will notice a raised class level of participation and energy. By adding the element of competition between groups, you will notice effective cooperation within the TBL groups. After a semester working in their TBL groups, many groups are very high performing. They can easily nominate who will be spokesperson, recorder etc. Dianne Davis School of Business Nipissing University On Thu, May 5, 2011 at 9:55 AM, Bradetich, Judi <[log in to unmask]>wrote: > I have my classes play Power Point Jeopardy. I haven't done it with large > numbers of teams, but it seems like Whiteboard would make it fairly easy to > see who has the answer first. > > Judi Bradetich, M.S., M.M. > Lecturer, Development and Family Studies > Dept. of Educational Psychology > University of North Texas > ________________________________________ > From: Team-Based Learning [[log in to unmask]] On Behalf Of > Jennifer Imazeki [[log in to unmask]] > Sent: Wednesday, May 04, 2011 9:37 PM > To: [log in to unmask] > Subject: team 'games'? > > Hi all, > > As the semester winds down, I was thinking about making the last class > meeting (which will be mostly review) a sort of team competition. That > is, as a way of reviewing the semester's material, have teams compete > to answer review questions. I have thirteen teams and they typically > use whiteboards to report their application answers so I guess I'm > thinking something like the first team to raise their whiteboard gets > the chance to answer the question (of course, a 'good' answer will > depend on their justification of their choice). I'm just curious if > anyone has done something like this and if so, a) do you think it was > a useful exercise and b) how exactly did you set things up (e.g., did > you let the team decide who on the team would answer for the team or > is it better to pick someone randomly; if the team's response isn't > that great, how do you choose another team to challenge, etc.)? I > guess my concern is that after a semester of encouraging students to > get input from everyone on their team to craft a consensus, creating a > competition might lead them to just rely on their 'strongest' member > to simply answer for them. > > thanks, > 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 >