Let me just add one thing to Dean's excellent comments. We have done this for three years now. The first time we used 3x5 cards and transcribed the comments, sending the results to the named students. It was a big task. Now we use New Innovations. It is designed to do set other team members see anonymous feedback. It takes a while to set up but once you have the teams set it works really well. _______________________ William Brescia, Ph.D. Director of Instructional Technology Associate Professor of Preventive Medicine Office of Medical Education University of Tennessee Health Science Center (UTHSC) 910 Madison Avenue, Room 1002 Memphis, TN 38163 901-448-6170 [log in to unmask]<mailto:[log in to unmask]> This correspondence may be considered a public record and subject to public inspection pursuant to the Tennessee Public Records Act From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Dean Parmelee Sent: Thursday, June 13, 2013 1:10 PM To: [log in to unmask] Subject: Re: Gold star incentives for immediate feedback on application exercises Lark - Well stated question! Ambitious plan and a good start. Only suggestion about the 'stars:' I'd have each student award the stars but also write out an answer to this: 'which colleague on your team TODAY contributed the most to your education?' In one or two sentences, 'what did he/she do?' Collect these, type them out, hand them to those students who get named. Little by little, more and more students in a team will be getting kudos as they all try harder to help one another. Dean Parmelee, M.D. Robert J. Kegerreis Distinguished Professor of Teaching Associate Dean for Academic Affairs Boonshoft School of Medicine Wright State University Dayton, Ohio http://www.med.wright.edu/aa/parmelee.html http://www.youtube.com/watch?v=5hInNy-O_h8 [cid:image001.png@01CE6838.CDAAC060] On Jun 13, 2013, at 1:51 PM, Lark Claassen wrote: I am putting together my first TBL course, which will be a hybrid course. It will serve 50-80 students. The course is a sophomore-level nutrition course designed for allied health majors, with the biggest population at our campus being pre-nursing majors. I have the content broken down into five 1-3 week modules to be delivered over 15 weeks with 13 actual F2F class meetings. I plan to give an online iRAT followed by an in-class tRAT. Then for the remainder of the 75 minute in-class session do application exercises. Students will be held accountable for pre-class preparation by their iRAT's and by team peer reviews (using the CATME program) done at mid-semester and at the end. So students have the opportunity to get feedback they can use to improve, I was thinking of weighting their two peer evaluations as 25% for their first peer review factor and 75% for their final peer review. These scores will be used to come up with a multiplication factor I apply to their tRAT scores to come up with a number that represents 15% of their final grade. Students will have 3 exams and a final plus some individual projects. In this scheme I've got a lot going on, but no room for team accountability for the application exercises. I'm hesitant to award points for their performance on the activities because I don't want to penalize them for what should be a formative process. And I don't want to grade on participation because that is what their peer evaluations are for. So how do I get them to care about the quality of their work after the tRAT is over? My worst fears? They will all get up and leave after it's over! One thought I had was to use the weekly grid I had planned to put in their team folders to record their team members attendance and their tRAT scores. What I would do is give them a sheet of gold stars- about 1.5 times more stars than we have class meetings- and have them at the end of each session consider who should get the gold star for the day for their pre-class preparation and in-class contributions. I will tell students two things: 1) the gold stars will serve as a record of how their team members are doing which will be helpful when they sit down to do their peer evaluations, 2) the gold stars will be considered when awarding letter grades if a student is "on the border". Can anyone see any problems this might create in the social dynamics of the team? Do I need to worry about them caring about the quality of their work once the tRAT's end or can I count on the four S's to make this a non-issue? -- Lark A. Claassen, Ph.D. Lecturer Department of Biological Sciences University of Maryland Baltimore County 1000 Hilltop Circle Baltimore, MD 21250