Just an added note: The RAT does not have to cover everything the students have been responsible for in preparing for class. If you hit the critical highlights in 5 (or 10) questions, the students should be able to bring up and recall the other concepts during the application exercise portion of the process. That way if even one student recalls a critical concept needed for the application, the rest of the team will learn, which is, after all, the basis of TEAM-based learning. Best of luck! Lauren Lauren A. Vicker, Ph.D., Communications Professor Emeritus St. John Fisher College Rochester, New York, USA [log in to unmask]<mailto:[log in to unmask]> Check out resources from Making Team Projects Work: https://teambuildingprocess.com/making-team-projects-work/ Connect with me on LinkedIn: https://www.linkedin.com/in/laurenvicker/ Follow me on Twitter: @LaurenVicker From: Team-Based Learning <[log in to unmask]> On Behalf Of Sibley, James Edward Sent: Friday, February 4, 2022 7:08 PM To: [log in to unmask] Subject: Re: Mini RAP? One last comment about having to cover 7 things Larry gave me the advice ask about the intersection of two ideas….that way you don’t need 2 questions to cover 2 ideas What perspective applies to this situation? Could cover 2 or 3 at same time Jim Jim and Amanda from home Here is a quick reply from my iPad On Feb 4, 2022, at 4:04 PM, Sibley, James Edward <[log in to unmask]<mailto:[log in to unmask]>> wrote: In our 1200 student Introduction to Engineering We do IRATs online before class - mostly simple recall then do 5 question TRAT -mostly light application question Using a timed PowerPoint - so TRAT is over in 7.5 minutes with distributing and collecting cards and discussion we are done in 15 minutes Jim Jim and Amanda from home Here is a quick reply from my iPad On Feb 4, 2022, at 3:36 PM, Herbert Coleman <[log in to unmask]<mailto:[log in to unmask]>> wrote: So I just responded to my student evals from the fall. As usual, the more vocal students railed against the RAP. Even though we spent two weeks going over the syllabus and I explained the rationale for both the RAP and formative assessment, they still questioned the testing before lecturing (btw I do provide a brief study guide with instructions like "be able to tell the difference between..."). I explain the rationale to the powers that be and the students even parrot that I don't lecture over what they already know. In the spirit of academic freedom, I feel I have cover. I was thinking the other day about another idea. So first let me say that my IRQ/TRQ's (i label them quizzes to try to reduce the tension) are prolly too long. I have reduced some to 20 items but 25-30 is my norm. I'm totally convinced 30 is too long because they barely finish in a single class period. For some reason, during the last RAP, I flashed on the idea of a mini RAP. What if the IRQ/TRQ was only 5 questions? the individual would take less than 10 min. The team would take less than 30 min. including appeals. I could review and even do a mini Application Exercise within the class period. This might be one way to go in deep on a particular topic. Has anyone tried something similar? I have when I did workshops for faculty on TBL but I haven't with a regular class. Any thoughts? -- Herb Coleman, Ph.D Adjunct Professor of Psychology and Student Development RETIRED--Dir. Campus Technology Services Austin Community College [log in to unmask]<mailto:[log in to unmask]> (512) 223-1790 ext. 22162 ************************************************************************************************************ “Keep working, keep striving, never give up. Fall down 7 times get up 8. Without commitment, you’ll never start. But more importantly, without consistency, you’ll never finish. Ease is a greater threat to progress than hardship. So, keep moving, keep growing, keep learning. See you at work.” ― Denzel Washington, ************************************************************************************************************ ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<http://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 here.<http://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 here.<http://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: http://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.