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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Harmon College of Business and Professional Studies
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