OK. 16-classes and 6-RATs. What happens in between RAT administration? Student self-study? Not lectures.. Perhaps I need to review videos again and re-read a chapter or two.
Thanks. More soon.
-alfredo
From: Larry Michaelsen [mailto:[log in to unmask]]
Sent: Friday, December 28, 2012 9:59 AM
To: A.M. Amezaga, Jr. Ph.D.
Cc: [log in to unmask]
Subject: Re: Fwd: First time using TBL
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>
*******************************
--
*******************************
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>
*******************************