Dear William, As I teach a general education world regional geography course I'm very much interested in making sure students are gathering their evidence, writing their arguments, and citing sources. So, I've been developing applications online using a rubric that requires the team to collect evidence (with citations) so that they can then make their team decision. The team choice of one of several multiple choice options is an essential step, what is more important is the evidence that they choose to share with the class about why they chose that option. So, teams need to spell out their most powerful evidence for their choice as part of their submission. The application rubric encourages team members to gather, organize, and citing evidence in preparation for their team question and these are posted on google drive along with the application form I have students fill with their evidence. I know that some TBL folks are less interested in engaging the writing process, but I've found that in core or general education classes, one has better results when one scaffolds the process and offers an organizational framework that can be shared between team members while they can all add and edit to the google document together. Students have to write two individual papers that draw on the skills they learn in the team applications. Manda Dr. Amanda Rees Professor of Geography, Department of History and Geography Tel: (706) 507 8358 Fax: (706) 507-8362 E-mail: [log in to unmask] Web: <[log in to unmask]> http://columbusstate.academia.edu/AmandaRees *Coordinator* <http://history.columbusstate.edu/columbuscommunitygeography.php>*: Columbus Community Geography Center* <http://history.columbusstate.edu/columbuscommunitygeography.php> Mailing Address: Department of History and Geography, Columbus State University 4225 University Avenue, Columbus, GA 31907, U.S.A. Office Location: 901 Front Avenue,Yancey Center at One Arsenal Place Room 350 (campus map <http://www.columbusstate.edu/maps/CampusMap-Oct2012-Color.pdf#page=2>) On Wed, Sep 9, 2015 at 2:47 PM, Massey, William V <[log in to unmask]> wrote: > Hello TBL Community, > > > > I am a bit of a novice TBLer so looking for some advice if you would be so > kind. I am working on a way to grade the in-class applications, as it is a > substantial part of the course expectations and student work. I was > thinking of doing this in a two-fold manner – 1.) having a “right” answer > to the applications that the groups could scratch off on the IFAT form > after they have discussed and debated across groups (I would likely make > this open to appeals as well); and 2.) developing some type of process > feedback form in which each group would get a score at the end of a session > (assessing things such as team interactions/dynamics, engagement, sound > rationale behind answers during simultaneous reporting, others?!?). > > > > I would love any feedback or resources if there are any out there. > > > > Many thanks! > > > > > > William Massey, PhD > > Assistant Professor of Occupational Therapy > > School of Health Professions > > Concordia University Wisconsin > > Office: HS 143 > > 262-243-2073 > > [log in to unmask] > > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.