
How many?
 5-7 members

What about big classes?
 Survey, instructor forms teams

Please line up if:
 You have used TBL before
 You spend more than half of class time doing




some form of active learning
You teach classes larger than 100 students
You primarily teach Principles courses
You have been teaching longer than 10 years
You do not teach but are otherwise working with
economics instruction

Use index cards in team envelopes to record
individual responses to RAT
 When you are done, place your card back in the
envelope
 When everyone on the team is done, bring
envelope up to panel [‘two-minute rule’ in effect
after first team finishes]

Once all team envelopes collected, begin
team RAT using IF-AT scratch-off form

IF-AT: Immediate Feedback Assessment
Technique
 Forms from Epstein Educational Enterprises
http://www.epsteineducation.com



Quantitative AND qualitative
Mid-term and end-of-term
Incorporated into final grade
 Add-on
 Weighted approach
Significant problem
Specific choice
Same problem
 Simultaneous reporting



In class
Outside
class
Readiness
Assurance Process
1. Individual test
2. Team test
3. Appeals
4. Clarifying
instruction (minilecture)
A.
B.
C.
D.
E.
Students do not do the pre-class
preparation work
Free riders during team activities
Personality conflicts among teammates
Student complaints that the professor is not
‘teaching’
Other (be specific)

Accountability from team
 “Where were you?”
 Free riding is obvious
 Peer evaluations

Grades
 Individual quizzes, responses
 Peer evaluations

KEYS: well-designed teams and application
activities

“When I learned that the whole class is
developed around teams I said to myself "oh
here we go, others are gonna band wagon on
few people's hard work" as it always turns out
that way with teams. But the way Professor
Imazeki set up the teams really worked out well.
Everyone had good input. I enjoyed working on
my own at home and comparing my findings
with my teammates in order to reach
collaborative answers in class. I have never had
such great experience with team work.”
A.
B.
C.
D.
E.
Students do not do the pre-class
preparation work
Free riders during team activities
Personality conflicts among teammates
Student complaints that the professor is not
‘teaching’
Other (be specific)


“In other classes I only listen to what the
professor is saying without actually thinking
about it. This approach also made me
understand the material in a deeper manner.”
“Made me work harder and yet it felt as
though it was one of my easier classes.”

“The team-based approach makes me more
likely to attend class.”
 Strongly agree or agree: 90%
 Strongly disagree or disagree: 1%

“In the future, I would select a course section
which uses the team-based approach over
another section of the same course which does
not use this approach.”
 Strongly agree or agree: 80%
 Strongly disagree or disagree: 4%
Always keep the end in mind:
 What do you want students to be
able to do?
 What skills do they need and
concepts do they need to
understand to achieve that goal?
Begin with the end
Identify results
(learning outcomes/
objectives)
What do you want
students to learn?
Determine acceptable
evidence
(assessment)
What do you want
students to do to provide
evidence of learning?
Plan learning experience
and instruction
(assignments, activities)
What questions or tasks
will help students develop
necessary skills and provide
that evidence?
Plan in-class experience
and instruction
(assignments, class
activities)
Plan pre-class experience
instruction
Plan and
learning
experience
(readings,
content
and instruction
sources)
(assignments,
activities)
What core
content
do
questions
or tasks
students
need before
they
will help students
develop
can
perform
course
necessary
skills
and tasks?
provide
that evidence?
http://Economicsforteachers.blogspot.com