So for the ping-pong balls, the instructor has a box of them for each
team?
- Bill
Dean said:
> I strongly suggest either old fashioned ping pong balls with student names
> on them to pick at random, or one of the new APPs like PICKME that you can
> set up easily for picking a student at random. I never ask for a
> volunteer to answer. Keep every student in the class on their toes and
> expect any student who gets called to speak for the teams positions. Dean
>
> From an iPad
> On Jun 18, 2012, at 11:23 PM, Peter Balan <[1][log in to unmask]>
> wrote:
>
> Dear Jennifer,
>
> The great thing about TBL is that it is inherently designed to involve
> every student. Here's what I do to reinforce individual participation...
>
> I use the information on TBL team folders to create a seating plan for
> the class, and I require each team to sit in the same location each
> session. I usually call for volunteers to answer team exercise (or
> other) questions. Fairly often, though, I call on students by name to
> respond to questions after teams have discussed an exercise. In this
> way, each student should be able to give an answer, as the question has
> been addressed by the team, and I check each student's name on the
> seating plan as I call on them. In this way I make sure that each
> student pays attention and contributes at some stage during the
> sessions. If a student (eg "Jane") "gets stuck", I call on another
> student ("Jim, would you help Jane out"), and tell "Jane" that I will
> give her the chance to answer another question later on. Using names
> personalises this approach and "encourages" them to pay attention for
> the next time...
>
> I explain this approach at the start of each class so that students know
> what to expect. This does not require me to know every student as an
> individual; all I need to know is their team and location, and keep
> simple records on the seating plan. I find that this works well with my
> entrepreneurship classes (40 to 85 students), but I guess that this
> could be done in larger classes with more teams.
>
> All the best, Peter Balan
>
> University of South Australia, Adelaide, Australia
>
>
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Jennifer Imazeki
> Sent: Tuesday, 19 June 2012 12:23 PM
> To: [2][log in to unmask]
> Subject: encouraging student participation in teams
>
>
>
> Hi all,
>
>
>
> I'm wondering if anyone does anything to specifically encourage
> participation of ALL students during team and all-class discussions? For
> example, appointing specific students to be the 'scribe' for the team,
> or the 'reporter'? I ask because although the peer evaluations should
> (and do) provide some incentive for students to contribute (and I do
> mid-semester non-binding evaluations so students do get feedback in time
> to make adjustments), I find that there are always still a handful of
> students about whom their teammates say things like, "was really quiet",
> "only spoke up when directly asked", etc., and who never speak up during
> all-class discussions. On the flip side, most teams seem to appoint one,
> maybe two, students who routinely do all the writing on the worksheets
> that get handed in; those also tend to be the students who speak for the
> team during all-class discussion. That also means that during team
> discussion time, many teams will discuss the problem but then leave it
> to that one person to write it all up while the rest of the team just
> chats, checks their phones, etc. At the beginning of last semester, I
> tried randomly calling on students during the all-class discussion,
> hoping that would get them to be prepared to answer for their team (and
> I repeatedly pointed out that writing out the responses on the team
> worksheets is good practice for the midterm exam), but I had a lot of
> students who couldn't do much more than tell me which choice their team
> picked, without being able to articulate the team reasoning very well,
> eventually needing to be 'saved' by someone else who volunteered to
> speak up.
>
>
>
> I'd be curious what approaches others have used to ensure all students
> are engaged - or should I just accept that there will always be a few
> who 'zone out'?
>
>
>
> thanks,
>
> Jennifer
>
> ****************************
> Jennifer Imazeki
> Department of Economics
> San Diego State University
> homepage: [3]https://sites.google.com/a/mail.sdsu.edu/jenniferimazeki/
> Economics for Teachers blog: [4]http://economicsforteachers.blogspot.com
>
> References
>
> Visible links
> 1. mailto:[log in to unmask]
> 2. mailto:[log in to unmask]
> 3. https://sites.google.com/a/mail.sdsu.edu/jenniferimazeki/
> 4. http://economicsforteachers.blogspot.com/
--
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
[log in to unmask]
http://cook.rfe.org
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