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
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Michelle Rogers-Johnson, Ph.D.
Assessment Specialist
Center for Teaching and Learning
515-271-1662
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