Hi Geneviève, The contribution of the TBL elements to the final grade in my courses is very similar to yours: 10% in total but for some courses it does go as high as 15%. This year the breakdown in my junior biochemistry class is: - iRATs 3% - tRATs 2% - Apps 5% Cheers, Neil NEIL HAAVE, PhD Professor *he/him* UNIVERSITY OF ALBERTA Department of Science Augustana Faculty Science Wing, Classroom Building Camrose, AB Canada T4V 2R3 T 780.679.1506 [image: University of Alberta Logo] <https://www.ualberta.ca/index.html> The University of Alberta respectfully acknowledges that we are situated on Treaty 6 territory, traditional lands of First Nations and Métis people. [image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn] <https://www.linkedin.com/in/neilhaave> [image: Orchid] <https://orcid.org/0000-0003-4571-5424> [image: A button with "Hear my name" text for name playback in email signature] <https://www.name-coach.com/neil-haave> On Wed, Oct 25, 2023 at 7:40 PM Geneviève Benoit (MED) < [log in to unmask]> wrote: > Thank you all the answer. It helps! > > Last question (for the moment 😉 > > IRAT + TRAT = what is the weight of those tests in the final grade of your > students? > > For exemple, for us: > > Final grade: > > 90% is the final exam of the course > 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14 > tests). > > I am curious to know what others are doing. > > Best regards, > > Geneviève > > > > *Geneviève Benoit* > > Professeur agrégé de clinique, Service de néphrologie > Directrice du programme de néphrologie pédiatrique > Département de pédiatrie > CHU Sainte-Justine, Université de Montréal > > > ------------------------------ > *De :* Team-Based Learning <[log in to unmask]> de la part de > John Gotwals <[log in to unmask]> > *Envoyé :* 24 octobre 2023 21:48 > *À :* [log in to unmask] <[log in to unmask]> > *Objet :* Re: Application exercices > > > *Avertissement automatisé : Ce courriel provient de l'extérieur de votre > organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne > reconnaissez pas l'expéditeur.* > > > If it's a case study that applies across a decent portion of the module, I > sometimes include it as a prework item (and, as a result, of the iRAT and > tRAT as well)... > > John > > On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel < > [log in to unmask]> wrote: > > Hi Genevieve, > > > > I have had the same issue with longer scenarios or video-based activities. > I decided to send out the scenario or video, but not the questions, before > the activity. That way, students who want to review the scenario or watch > the video in advance may do so, but they cannot work on the questions > before class. > > > > Hope that helps, > > > > Brenda > > > > Brenda Vogel, Ph.D. > > Professor, School of Criminology, Criminal Justice, & Emergency Management > > NCAA Faculty Athletics Representative > > Long Beach State University > > 1250 Bellflower Blvd. > > Long Beach, CA 90840 > > Office: ET246 > > Email: [log in to unmask] > > > > *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève > Benoit (MED) > *Sent:* Tuesday, October 24, 2023 4:36 PM > *To:* [log in to unmask] > *Subject:* Application exercices > > > > You don't often get email from [log in to unmask] > Learn why this is important > <https://aka.ms/LearnAboutSenderIdentification> > > CAUTION: This email was sent from an external source. > > > > Hi all, > > > > I got a question from a teacher. He was wondering if he could send the > application exercise (in our field, it is a 2 pages clinical problem) to > the students before the TBL session. > > > > The reason he asked if that he found that students are spending to much > time reading the clinical scenario during the TBL session; he thought that > if students have already done the reading of the clinical scenario at home, > they will have more time to focus on the questions of this appplication > exercise in class and more time for discussion in class. > > > > My first answer would be to suggest not sending the clinical scenario > before the class; I suppose some students will already work on it at home > and therefore there may be less intra-team/debate in class about the > application exercise. > > > > What are your thoughts? Any experience on this? > > > > Best regards, > > > > Geneviève > > > > > > > > > > > > *Geneviève Benoit* > > > > Professeur agrégé de clinique, Service de néphrologie > > Directrice du programme de néphrologie pédiatrique > > Département de pédiatrie > > CHU Sainte-Justine, Université de Montréal > > > > > ------------------------------ > > 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. > > > > -- > ********************************* > John K. 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