Hi

 

The readiness assurance process is the basic tool for in-class activity preparation…we need to be careful if we stray from this model

 

When later in a module you want student to further prepare for in-class you would need to make student accountable for that preparation….what you don’t want are some students preparing and others not….team work will suffer if we keep defaulting to most prepared team member

 

Some people have used a set of simple reading questions students need to answer before class…Harry Meeuwsen calls these “tickets to class”…he checks them at the door…no ticket….no class admittance

 

Don’t forget outside class time can be spent on more traditional individual homework assignments……or doing some kind of summary extension assignment that extends and consolidates in class work

 

We don’t cover everything…but students are responsible for learning everything….it is fair to remind them that summative exams will cover ALL this material (list) ….and TBL activities will help you learn it…but you are responsible for any gaps in your knowledge

 

 

Hope that help

 

jim

 

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I’m interested in learning about how instructors design the course to allow students sufficient time outside of class to prepare for in-class TBL activities. Do you reduce contact hours? If so, how much time do you allocate for preparation outside of class? Do you have any resources I could refer to that explicitly address this?

 

Thanks,

 

Michelle

 

 

Michelle Rogers-Johnson, Ph.D.

Assessment Specialist

Center for Teaching and Learning

515-271-1662

 

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