And just as I sent it, I noticed that I mistyped the name. Sorry, Zachary! 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 9:31 AM Neil Haave <[log in to unmask]> wrote: > 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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