Fascinating work, Joel. Thanks for sharing. I think this is an area that warrants further research. I would love to read research that investigates this issue in the context of equity and the impact of formative assessments for marks (or not) on marginalized students. 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 Fri, Nov 3, 2023 at 7:01 AM Noel, Zachary < [log in to unmask]> wrote: > All, > > Thanks for the great discussion around the topic of formative vs summative > assessments and weighting of various TBL components. I wanted to share some > related work that we've recently done in this area, in case it's of > interest to the group... > > In short, we recently conducted a 2x2 crossover study in which students > were randomized to either a graded or ungraded iRAT at the start of the > semester. At the midpoint in the course, students crossed over to the other > grading condition. We found a modest reduction in iRAT scores in the > ungraded group (72% vs 68%' p = 0.011), no difference in examination > performance, no difference in tRAT scores, and no difference in students' > achievement goals. We've submitted our results for publication but are > waiting on peer review -- I've attached a poster of our findings as well as > the drafted manuscript in case you're interested in reading more. > > FWIW, we did explore students' self-reported study time and found no > difference when the iRAT was graded versus ungraded. We did, however, find > that students in the ungraded condition spent ~20% less time taking the > iRAT -- whether that is because they were less prepared and just selected > an answer or simply didn't have enough "stake" in the game, I don't know. > > I'll also state that these findings should be interpreted cautiously > within other educational contexts. For example, ungraded iRATs in an > undergraduate course are likely to produce very different results. I even > argue that if we were to perform the same study in first year pharmacy > student (as opposed to second or third year) that the results would likely > be different. It's a very nuanced discussion! > > *Zachary Noel, PharmD, PhD, BCCP* > > Teaching Associate Professor > > University of North Carolina Eshelman School of Pharmacy > > > *Need to meet? Book a meeting * *here > <https:[log in to unmask]>.* > > ------------------------------ > *From:* Team-Based Learning <[log in to unmask]> on behalf of > TEAMLEARNING-L automatic digest system <[log in to unmask]> > *Sent:* Friday, November 3, 2023 3:00 AM > *To:* [log in to unmask] <[log in to unmask]> > *Subject:* TEAMLEARNING-L Digest - 1 Nov 2023 to 2 Nov 2023 (#2023-47) > > There are 2 messages totaling 2673 lines in this issue. > > Topics of the day: > > 1. Application exercices > 2. Fwd: Application exercices > > ######################################################################## > > 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. > > ---------------------------------------------------------------------- > > Date: Thu, 2 Nov 2023 09:16:32 +0000 > From: Steve Cayzer <[log in to unmask]> > Subject: Re: Application exercices > > This inspired me to consider a small piece of research – I have the > perfect setup of the same cohort studying 2 TBL courses, one with formative > RATS/application exercises, one with summative. So a ‘compare and contrast’ > should be interesting. > > If anyone is interested in this, or has experience and/or wisdom to share, > please do get in touch > > Bw > > Steve > > From: Team-Based Learning <[log in to unmask]> On Behalf Of Neil > Haave > Sent: 27 October 2023 02:13 > To: [log in to unmask] > Subject: Re: Application exercices > > CAUTION: This email came from outside of the University. To keep your > account safe, only click on links and open attachments if you know the > person who sent the email, or you expected to receive this communication. > > > 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 > > [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. > > [Twitter]<https://twitter.com/nhaave> [LinkedIn] < > https://www.linkedin.com/in/neilhaave> [Orchid] < > https://orcid.org/0000-0003-4571-5424> > [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]<mailto: > [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 > > [cid:image001.jpg@01DA0D62.29179B60]<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]<mailto:[log in to unmask] <[log in to unmask]>> > > > > From: Team-Based Learning <[log in to unmask]<mailto: > [log in to unmask]>> On Behalf Of Geneviève Benoit (MED) > Sent: Wednesday, October 25, 2023 8:39 PM > To: [log in to unmask]<mailto:[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]<mailto: > [log in to unmask]>> de la part de John Gotwals < > [log in to unmask]<mailto: > [log in to unmask]>> > Envoyé : 24 octobre 2023 21:48 > À : [log in to unmask]<mailto:[log in to unmask]> < > [log in to unmask]<mailto:[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]<mailto: > [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]<mailto:[log in to unmask]> > > > > From: Team-Based Learning <[log in to unmask]<mailto: > [log in to unmask]>> On Behalf Of Geneviève Benoit (MED) > Sent: Tuesday, October 24, 2023 4:36 PM > To: [log in to unmask]<mailto:[log in to unmask]> > Subject: Application exercices > > > > You don't often get email from [log in to unmask] > <mailto:[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 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 > > ------------------------------ > > Date: Thu, 2 Nov 2023 15:43:42 -0500 > From: Larry Michaelsen <[log in to unmask]> > Subject: Fwd: Application exercices > > ******************************* > 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. 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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. 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