Penne and all:

"Me too"...  i.e. we use hard copy and clickers (Response the last few
years; moving to iClicker this year) for the iRAT (individual).  We suggest
they mark their hard copies as they go through them, in addition to
entering answers into the clicker.

Then, they take their hard copies to the Team break-out, and redo same on
the IFAT form.  While they are doing the tRAT (team), we check results from
the clicker input.. so, we pretty much know what to "lecture to"  by the
time the Teams are done.  We collect the hard copies after the teams are
done (have a manila envelope for each team, in which they insert the hard
copies and the completed IFAT form).

We also tried using Team Clickers... asked  the teams to click in their
first scratch point on the IFAT form... but, discovered that some teams
would not do this, waiting until the asterisk appeared, so this turned out
to not be useful.  Had hoped the "1st scratch" data would also have been
useful to the "lecture to problem areas" part of the class.

Good to hear someone else is finding this a useful way ...


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://agecon.unl.edu/lynne
Phone: 1-402-472-8281 Cell: 1-402-430-3100
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"We are always only one failed generational transfer of knowledge away from
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Solomon)
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From:	Penne Restad <[log in to unmask]>
To:	[log in to unmask]
Date:	12/14/2011 12:03 PM
Subject:	RAT process
Sent by:	Team-Based Learning <[log in to unmask]>



Hi All,

In response to the comment about doing the RAT process with a large class:
I do TBL / RATs with a class of 80 undergraduates.  Students take the quiz
on hard copy, then record their answers using iclickers. This allows them
to use hard copy for  reference in the  team RAT.  Teams use if/at cards to
take the second quiz.  The chance argue about and agree on an answer,
finding out immediately (scratching the if/at) that the answer's is
incorrect, consistently spurs interesting learning exchanges.

Penne


P. Restad


Distinguished Senior Lecturer
Department of History
University of Texas at Austin
1 University Station B7000
Austin, TX 78712-0220