Student Orientation to Team-Based Learning in Genetics
Workshop Genetics uses an instructional strategy known as Team-Based Learning (TBL). The primary objective of a TBL course is to help you learn how to apply course concepts rather then simply recalling information. Another important goal of this type of course is to help you learn how to become integral members of a team in which everyone is not only prepared to contribute, but also encouraged to participate.
In this course, you will acquire your initial exposure to genetics terms, concepts and techniques through pre-class reading assignments, videos, websites, and worksheets. When you come to class, you will then be asked to demonstrate your readiness to actually apply the knowledge you have acquired from these assignments through a Readiness Assurance Process (RAP). Once we have made sure that everyone is ready for the next step, you will practice applying the course concepts using a series of in-class problem sets and laboratory activities.
The Readiness Assurance Process (RAP) The RAP consists of four components, each of which is designed to get you to think about genetics concepts, and to identify any misconceptions or misunderstandings that you have before you progress to more advanced problem-solving.
· Individual RAP (IRAP) - This process begins with a 10 question, multiple-choice test that is taken individually (IRAP). Each question will have 5 possible answers, one of which will be correct, and each question is worth a maximum of 5 points. However, the IRAP differs from traditional multiple-choice tests in that you will be allowed to ‘hedge your bets’ if you are unsure of the answer to a particular question, and thus qualify for partial credit. Here is an example of how it will work:
Question One: The current Susquehanna University School colors were adopted:
A. In 1858, when the University was founded.
B. In 1896, almost 40 years after the school’s founding.
C. In 1903, almost 50 years after the school’s founding.
D. In 1892, as part of the uniforms for the first football team.
E. In 1898, as part of the uniforms for the first baseball team.
The correct answer to this question is “C”.
· If you correctly answer only “C” – you will earn 5 points.
· If know the answer is either B or C, you may choose to answer both B and C, and you will earn 4 points.
· If you answer A, B and C, you will earn 3 points
· If you answer A, B, C and D, you will earn 2 points
· If you answer A, B, C, D and E, you will earn 1 point
· If your answer does NOT contain the correct letter, you will earn 0 points.
· TRAP - Following the IRAP, the same multiple-choice test will be re-taken as a team. These tests will use “scratch and win” type answer cards known as IF-AT sheets. Again, each question is worth 5 points. Your team will choose what it believes to be the correct answer to the first question, and then use a coin to scratch off the silver coating that covers that answer. If your answer is correct, you will see a star, as shown in the figure above. Your team will get a full 5 points for that question, and can move on to the next question. If your answer is incorrect, you will not see a star. You must then discuss the question as a team, and keep trying until you do select the correct answer. For each wrong attempt you make, your team will lose 1 point.
· Appeals - Once the team test is completed your team will have an opportunity to fill out an appeals form for questions where you disagree with the question, the answer or the readings. Instructors will review the appeals outside class time and report the outcome of your team appeal at the next class meeting. For example, in the sample IRAP question, answers B and C both have validity. The Student Body voted to adopt the maroon and orange colors in 1896. The Board of Directors formally adopted the colors in 1903.
· Feedback and Mini-lecture - Following the tests and appeals the instructor will answer any further questions on the reading material, and then often have a brief lecture to clarify any common misconceptions, to introduce more advanced course concepts and to demonstrate applications.
Team Application Exercises (TAPs) Following the Readiness Assessment Process, class time will be used to work on graded exercises that require you and your team to apply course concepts. These exercises focus on your judgment and the ability to apply your knowledge rather than simply recalling the information.
Peer Evaluation At the end of each unit, you will assess the contributions that each member of your team made to the work of the team. Your evaluation of your team members should reflect your judgment of such things as:
Preparation – Were they prepared when they came to class?
Contribution – Did they contribute productively to group discussion, work and leadership?
Respect for others’ ideas – Did they encourage others to contribute their ideas?
Flexibility – Were they flexible when disagreements occurred?
It is important that you raise the evaluation of people who truly worked hard for the good of the group and lower the evaluation of those you perceived not to be working as hard on group tasks. Those who contributed should receive the full worth of the group’s grades; those who did not contribute fully should only receive partial credit. Your assessment will be used mathematically to determine the proportion of the group’s points that each member receives.
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