Good TBL learning outcomes are built from examining what kind of actions?

• How discipline experts solve problems.

• How previous students solve expert-like problems.

• The process successful students use to be ready to solve problems.

• The process discipline experts use to be ready to solve messy problems.

What is the recommended progression of activities in a TBL module?

• Optional readings, introductory lecture, Readiness Assurance Process, 4S team tasks.

• Assigned preparatory materials, Readiness Assurance Process, 4S team tasks.

• Assigned preparatory materials, a mix of individual and team activities, and a final summative test

• Assigned readings, introductory lecture, Readiness Assurance Process, 4S team tasks

What do students do in a good 4S team task?

• Concretely apply what they have abstractly learned from the readings

• Abstractly apply what they have concretely learned from the readings

• Concretely apply what they have abstractly learned in the introductory lecture

• Abstractly apply what they have concretely learned from the introductory lecture

Why is Simultaneous reporting so important?

• Lets team easily compare their thinking/decisions to other teams

• Motivates students to individually prepare for class

• Saves time, since sequential reporting is very slow

• Makes individual student thinking clearly visible.

How comprehensive should the Readiness Assurance Tests be?

• They should be exhaustive and cover all that students will learn during module, since this is your only testing opportunity

• Just enough to serve as an entry point for problem solving conversation

• Hard and high stakes enough, that students feel compelled to prepare very carefully

• A.     Just comprehensive enough to check that students completed readings.

The major purpose of peer evaluation in a TBL course is:

• Hold students accountable to their instructor for their individual preparation

• Make sure students are fairly rewarded for their contributions to the team

• Help the instructor find under-performing students and have a talk with them

• Hold students accountable to their teammates for their individual preparation