I think the question of "How many RATs?" is the wrong question. That's because the answer might be different in different situations. The principle is that students have to experience the class as being about USING CONCEPTS AND IDEAS NOT SIMPLY LEARNING ABOUT THEM. If you put too much emphasis on the RATs (which you can do in a variety of ways including by giving too many or counting them too much and, most commonly, not having compelling 4-S applications), then students think that this class is just like all the others we've had in that the GRADE is what is important. When that happens they will complain that the tests are too hard or it's not fair to test us over stuff you haven't lectured about or anything else that they think will convince you to make it easier to get a good grade--because the focus is on grades and NOT on learning. When I've encountered more than a modest push back (which you always get early on), I've learned that what I need to do isn't give fewer, more or easier RATs--that's treating the symptom not the problem. What I need to do is to improve my applications and/or do a better job of helping students understand WHY the applications I'm using are important to them.
I completed last semester’s Older Adult course with good results. The way my class was set up, I had 7 weeks of TBL and 6 weeks of traditional lecture, practicals, etc. For the coming semester, I have 13 weeks of TBL class. So, given that only 6 or 7 iRats are recommended, what do you do on the weeks when no iRATS are scheduled? Or, is it OK to do iRATS every week?
Thanks,
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Ron Carson MHS, OT
Assistant Professor
Adventist Univeristy of Health Sciences
671 Winyah Drive
Orlando, FL 32803
407.303.9182 (office)
407.303.7820 (fax)