Hi James,
I also struggled with this and this semester shifted things partially on line (if you have that option). Specifically, they do their I-RAT on line in a True / False format – I have decided to give them 3 chances and take the average score. I have built a list of about 30-60 questions for each RAT so it is a random selection of these that they get each time. They have to have it completed before class on the Team RAT day.
Then, on the T-RAT day, I have them do a multiple choice exam as a team only. I do suggest they take 5 -10 minutes first so that they give their first impressions, and then the teams go to work. I do walk around the room a lot to see how long they are taking. I generally give them a total of 40 minutes to complete the 10 item MC team RAT (with the initial time) which gives me about 5-10 minutes to comment on problems they had individually in the true / false items or things I was hearing in the team parts. They do their appeals outside the class time (and I have shifted these to individual extra credit – amazing how FEW do them).
Of course, our university has been pushing for “blended / hybrid” online and in person classes so most of our classes at this point are at least “online enhanced” which means I can require students to do work on line.
I hope this helps.
Stacey
Dr. Stacey Nofziger
Graduate Director and Associate Professor
Department of Sociology
Olin Hall 247
University of Akron
Akron, OH 44325-1905
330-972-5364
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Mary Mccord
Sent: Monday, April 06, 2015 12:17 PM
To: [log in to unmask]
Subject: Re: TBL in 50 minute class
I had the same problem. I found that they had enough time to answer questions and make/write appeals. Then, I went over the appeals the next class period. There just wasn't enough time to get much discussion into the 50 minutes. So, if a group is finished with the RAT questions AND with appeals, they could leave. This didn't mean much - usually 5 minutes for some groups.
You do lose momentum when you delay to the next class period. I also found that I needed to require that the appeals be written the same class period as the RAT. If I wait until the next period to ask for appeals, the students don't care about the material or remember the questions and they won't make appeals.
Finally, I take the appeals and my answers, and put them on PowerPoint so they can see the explanation as well as hear my side of the discussion. This seems to help them understand faster.
Mary
On Mon, Apr 6, 2015 at 10:27 AM, James Latham <[log in to unmask]> wrote:
During my reading assessments with 50min. classes, frequently I do not have sufficient time to lecture/discuss problem areas. On these days I lecture the next class, but obviously its no longer fresh in their minds -- which is a big loss to the TBL method.
I would like any feedback on the option of letting those teams that finish early leave upon completion if I am not going to have sufficient time to discuss. On the one hand, I hate to keep them for no reason, but I am concerned that this will create an environment in which other groups rush and don't full discuss each question.
Any thoughts on this specific question or tips and tricks for TBL in a 50 min. class would be greatly appreciated. FYI - this is my first semester using TBL & I am using in an introductory Econ course. Thanks,
Michael
James "Michael" Latham, Ph.D.
Professor of Economics
Business & Computer Systems
Collin College - Spring Creek Campus
SCC J228
972.578.5514
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Dr. Mary McCord, Professor of Management
Harmon College of Business and Professional Studies
Dockery 405 G, Warrensburg, MO 64093
office 660-422-2857, fax 660-543-8465
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