******************************* Larry K. Michaelsen, Creator of Team-Based Learning (TBL); Emeritus Professor of Management 44 NW 400th Road Warrensburg, MO 64093 USA cell phone: +1 (660) 624-4487 email: [log in to unmask] For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> ******************************* ---------- Forwarded message --------- From: Larry Michaelsen <[log in to unmask]> Date: Thu, Nov 2, 2023 at 3:41 PM Subject: Re: Application exercices To: Neil Haave <[log in to unmask]> ******************************* Larry K. Michaelsen, Creator of Team-Based Learning (TBL); Emeritus Professor of Management 44 NW 400th Road Warrensburg, MO 64093 USA cell phone: +1 (660) 624-4487 email: [log in to unmask] For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> ******************************* On Thu, Oct 26, 2023 at 8:14 PM Neil Haave < [log in to unmask]> wrote: > Hi Charles, > > I used to think this way, also until I read this book with our SoTL > Journal Club last year: > > Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It > Can Transform Schools and Classrooms <https://gradingforequity.org/> > > In that book, Feldman argues persuasively that formative assignments > should not count toward students' final grade if we are encouraging > students to take risks test-driving their learning. I haven't made the TBL > components zero as he would argue, but it certainly made me rethink that > formative assignments should not be weighted highly toward students' final > grades. > > The book is worth reading. It really pushed me to think about my > assumptions around assessment and grading in the context of equity. > > 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 Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles < > [log in to unmask]> wrote: > >> To Genevieve and others, >> >> >> >> For those of you who are grading the IRAT/GRAT as a very low percentage >> of the final grade, I assume you are doing so to try and minimize stress >> and make sessiona more formative and less summative in nature. Some of you >> may not have much leverage as the University/school may require you to >> weigh the summative or final exams higher than the TBL ‘tests’ (and thus >> make them much higher stakes). >> >> >> >> I would encourage you think of this a bit differently if possible. Since, >> TBL requires students to come to class prepared and having gone through the >> pre-reading materials thoroughly, than the assessment should be weighted >> sufficiently. If you want students to spend valuable time working with >> each other on complex topics, and you want them to be held accountable for >> their learning but also be rewarded for all the work they do, than >> increasing the weightage of the tests is a really good idea. One question >> you may wish to ask is, “how much time are students spending on these >> activities” and “are we weighing the TBL session exams to reflect this’”? >> >> >> >> In a previous organization I worked for (medical) we weighed TBL sessions >> (the IRAT/GRAT and Application) quite high as a total percentage of the >> entire course (sorry do not remember the exact percentage). TBL demands a >> large amount of work and measures so much (critical thinking, feedback, >> knowledge, communication skills, etc.). Why not value all of this by >> ensuring that they are given lots of credit for doing this work. Also, if >> you think (and I suspect, we all do) that TBL is a rewarding but also >> powerful tool for student learning, then a larger weighting of this >> outcome, only seems natural. >> >> >> >> I know this is complicated by the number of total sessions that your >> course has, the number of external exams students take, and other types of >> assessments students may take in any given course. >> >> >> >> Thanks, >> >> Charles >> >> >> >> <https://mdschool.tcu.edu/> >> >> >> >> *CHARLES GULLO, PHD* >> >> Assistant Dean of Faculty Development >> >> Associate Professor – Medical Education >> >> TCU BOX 297085 >> >> FORT WORTH, TX 76129 >> >> (o) 817- 257 - 8447 >> >> *[log in to unmask] <[log in to unmask]>* >> >> >> >> >> >> >> >> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève >> Benoit (MED) >> *Sent:* Wednesday, October 25, 2023 8:39 PM >> *To:* [log in to unmask] >> *Subject:* Re: Application exercices >> >> >> >> *[EXTERNAL EMAIL WARNING]* DO NOT CLICK LINKS or open attachments unless >> you recognize the sender and know the content is safe. >> >> 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://urldefense.com/v3/__https:/aka.ms/LearnAboutSenderIdentification__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kmmXfo9A$> >> >> CAUTION: This email was sent from an external source. >> >> >> >> Hi all, >> >> >> >> I got a question from a teacher. He was wondering if he could send the >> application exercise (in our field, it is a 2 pages clinical problem) to >> the students before the TBL session. >> >> >> >> The reason he asked if that he found that students are spending to much >> time reading the clinical scenario during the TBL session; he thought that >> if students have already done the reading of the clinical scenario at home, >> they will have more time to focus on the questions of this appplication >> exercise in class and more time for discussion in class. >> >> >> >> My first answer would be to suggest not sending the clinical scenario >> before the class; I suppose some students will already work on it at home >> and therefore there may be less intra-team/debate in class about the >> application exercise. >> >> >> >> What are your thoughts? Any experience on this? >> >> >> >> Best regards, >> >> >> >> Geneviève >> >> >> >> >> >> >> >> >> >> >> >> *Geneviève Benoit* >> >> >> >> Professeur agrégé de clinique, Service de néphrologie >> >> Directrice du programme de néphrologie pédiatrique >> >> Département de pédiatrie >> >> CHU Sainte-Justine, Université de Montréal >> >> >> >> >> ------------------------------ >> >> To unsubscribe from the TEAMLEARNING-L list, please click here. >> <https://urldefense.com/v3/__http:/lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksaGtJNK$> >> >> 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. >> <https://urldefense.com/v3/__http:/lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksaGtJNK$> >> >> Further information about the UBC Mailing Lists service can be found on >> the UBC IT website. >> >> >> >> >> >> -- >> >> ********************************* >> John K. Gotwals, Ph.D. >> <https://urldefense.com/v3/__https:/www.lakeheadu.ca/users/G/jgotwals/node/17457__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksQIP0V1$> >> (he/him) >> >> Associate Professor >> >> School of Kinesiology >> <https://urldefense.com/v3/__http:/kinesiology.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kqMW6eBu$> >> Lakehead University >> <https://urldefense.com/v3/__https:/www.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kiLKScgs$> >> 955 Oliver Rd. >> Thunder Bay, Ontario P7B 5E1 >> Canada >> phone: 807 343-8010 ext 7952 >> >> >> >> [image: Image removed by sender.] >> >> *Lakehead University resides on the traditional territory of the Fort >> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations, >> collectively known as the Three Fires Confederacy. I am grateful for the >> opportunity to base my work out of that territory. * >> >> >> >> *Are you ok?* Our How to ask for Help >> <https://urldefense.com/v3/__https:/drive.google.com/file/d/1CShaNXhajf0vbT8oCmBao3aQo_HX45QT/view__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kvUt4Wzo$> at >> Lakehead guide was made for you. >> >> >> >> *Need to talk to someone right now?* Good 2 Talk >> <https://urldefense.com/v3/__https:/good2talk.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kjK4Imkn$> is >> a free, confidential 24/7 post-secondary student helpline. Call >> 1-866-925-5454 or text GOOD2TALKON to 686868. >> >> >> >> >> ------------------------------ >> >> To unsubscribe from the TEAMLEARNING-L list, please click here. >> <https://urldefense.com/v3/__http:/lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksaGtJNK$> >> >> Further information about the UBC Mailing Lists service can be found on >> the UBC IT website. >> >> >> ------------------------------ >> >> To unsubscribe from the TEAMLEARNING-L list, please click here. >> <https://urldefense.com/v3/__http:/lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksaGtJNK$> >> >> 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.