Yeah, that's really helpful. And extremely cool. :-) Thanks! -M Michael Sweet, Ph.D. Director of Instructional Development, Center for Teaching and Learning MAI 2206 | Mail Stop G2100 | (512) 232-1775 | http://ctl.utexas.edu From: Sandy Cook [mailto:[log in to unmask]] Sent: Wednesday, November 30, 2011 5:40 PM To: Sweet, Michael S; [log in to unmask] Subject: RE: New Video Dear Michael, Interesting question. Let me give you a bit of background first. After the TRATs and the "final answers" were revealed some students said that they still had questions about "why" (along with some semantic issues they wanted to endlessly debate). This often digressed into lots of one student to faculty "but why this, or why that...". To minimize a derailing of the discussion about core principles and concepts, use the power of the teams to think about their questions, and minimize our faculty's tendency to just "tell" them the answers - which turned the whole session passive again, our faculty decided to see if we could turn it back to the class (the statement of a team of 7 to team of 56). This also came up because some students acknowledged that until someone asked a question, sometimes they thought they knew the concepts - but after hearing the question they were either affirmed (yes, I know that) or realized Hey - I don't understand that either. So, first off each team does not HAVE to write up a question. Second, they are told they cannot just write #6, or why was that true/false - they have to articulate what is it about a question, concept, principle and the answer they do not still understand. It has to be on the RAT questions (not just anything in the prep material), and it is a team question (not just an individual - because if the team can answer the individual - then there is no point). And they cannot put up - "I don't understand everything." The teams are assigned to answer the question that they themselves did not put up. Anyone in the team could be called upon to answer - so everyone in the team has to feel they can answer it (but it is possible/and there are a few occasions when they say they don't know either - and then it is the job of the facilitator (or faculty) to either probe and guide them to an answer or see if anyone else in the class can try to answer). Admittedly sometimes teams put up silly questions (for humor) or really basic/incomplete questions. The power of peers (guided with faculty support) will choose not go down that path - but probe for understanding of what is really at the heart of the misunderstanding. This was all to make the teams feel that they have a good understanding of the Prep material and ready to go to the application. Interestingly, this actually resulted in additional RAT questions - because the students told us that sometimes we didn't ask questions about some aspects of prep material and they wanted an opportunity to clarify. I hope this helps. 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]]<mailto:[mailto:[log in to unmask]]> On Behalf Of Sweet, Michael S Sent: Thursday, December 01, 2011 3:39 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: New Video Awesome video! It was the centerpiece of our monthly TBL faculty learning community meeting here at UT. Well done! Question: We are curious about the guidance that is given to students regarding the questions that teams write on the board at the end of the TRAT. Specifically, are all teams required to come up with one? If the RATs are relatively basic questions, do they just write "Question #6" on the board? Could you tell us a little about how you guide them to write on the board the KINDS of question you want them to write? We think this is an intriguing addition to the RAP and we'd love more detail on how you set it up. . . -M Michael Sweet, Ph.D. Director of Instructional Development, Center for Teaching and Learning MAI 2206 | Mail Stop G2100 | (512) 232-1775 | http://ctl.utexas.edu From: Team-Based Learning [mailto:[log in to unmask]]<mailto:[mailto:[log in to unmask]]> On Behalf Of Sandy Cook Sent: Tuesday, November 29, 2011 8:30 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: New Video Just wanted to share with you one of our new videos describing our use of TBL (http://www.youtube.com/watch?feature=player_detailpage&v=GKEeNbey8Wg) It will be up on the TBL Collaborative website soon. 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.