Alfredo, I frequently teach in a 2-hour, 40-minute, 16-class format. I still divide my material into 6 units and give only 6 RATs. All of the units contain multiple chapters and several contain what COULD BE considered unique blocks). The key is using "backwards-design" to help you think through which units to combine. Larry On Fri, Dec 28, 2012 at 11:36 AM, A.M. Amezaga, Jr. Ph.D. < [log in to unmask]> wrote: > Question from first time user @ Psych 101: **** > > ** ** > > But if each week of a single 2.5 hour class covers a specific conceptual > block of material, then, by definition, are not weekly RAT’s then required > or needed?**** > > ** ** > > -alfredo**** > > ** ** > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Larry Michaelsen > *Sent:* Friday, December 28, 2012 8:19 AM > *To:* [log in to unmask] > *Subject:* Re: Fwd: First time using TBL**** > > ** ** > > Mike,**** > > ** ** > > This is such an important question that I decided to add my 2 > cents. Giving too many RATs is the single most common mistake made by > faculty who are new TBL. In addition, it’s one of the most painful mistakes > as well. That’s because it is the surest way to create student anger about > having to “do all the work”. **** > > There are two principles involved in deciding how many RATs to give:**** > > 1. TBL is NOT about covering content. From a student standpoint, > the overall “feel” of the class MUST BE that the class is about learning to > DO something as opposed to simply covering content so that they can pass a > test. With TBL, you are making an implicit bargain with students that, “If > you will do the pre-class preparation, I’ll make sure that you are rewarded > by having the opportunity to see why the ideas are important to you.” If > you give too many RATs, students will feel like their “reward” for studying > on their own is being required to memorize what they are likely to see as > more and more meaningless facts—and they won’t like it. [note: the real > payoff in the form of opportunities to practice using the content on > well-designed (i.e., “4-S”) assignments.] **** > > 2. You don’t have to ask question about everything. This is a > case where less is actually more. Just like lectures that are really dense, > RATs that focus on details actually result I less learning because they > reward memorization rather than understanding. The RAT should questions > focus on developing students’ understanding of the “big ideas”. Overall, > that means that you want to ask questions that assure that students > understand the “structure” of the knowledge so that, during the > applications (which should always be open-book), they will be able to use > their materials efficiently.**** > > I strongly recommend giving a minimum number of RATs that emphasize really > understanding the BIG ideas in a larger block of material. For example, I > recommend asking questions about things that are in the table of contents > but, avoiding questions about things that only appear in the index. (They > can, and will, add—and actually remember—the details as they are working on > open-book applications.) Further, since the applications are open-book, > neither you nor your students will have to worry about forgetting what was > covered in the RATs.**** > > ** ** > > Larry**** > > ** ** > > On Wed, Dec 26, 2012 at 12:12 PM, Michael Kramer <[log in to unmask]> > wrote:**** > > Frank and Jim, > > That was precisely what I needed. Thanks for taking the time to help me > out. > > I am currently leaning in the following direction: > > 1. Eliminate the online reading quiz. > 2. Start most classes with an iRAT, followed by a tRAT. > > Since my class begins at 9:00 am Saturday morning, tardiness is an ongoing > problem. I often begin assignments soon after 9:00 am, but if I were to > have > weekly iRATs, students would know that lateness could have a significant > impact on their grades. > > Thanks again, > Mike**** > > > > **** > > ** ** > > -- **** > > *********************************** > > Larry K. Michaelsen, Professor of Management**** > > Dockery 400G, University of Central Missouri**** > > Warrensburg, MO 64093**** > > 660/543-4315 voice, 660/543-8465 fax**** > > For info on:**** > > Team-Based Learning (TBL) <www.teambasedlearning.org> **** > > Integrative Business Experience (IBE) <http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html> > >**** > > *********************************** > -- ******************************* Larry K. Michaelsen, Professor of Management Dockery 400G, University of Central Missouri Warrensburg, MO 64093 660/543-4315 voice, 660/543-8465 fax For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> Integrative Business Experience (IBE) <http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html> > *******************************