Olivai,
Thanks go to Bill Roberson for the attached: "Question Types for Using TBL in the Teaching of Literature"
If the questions on here aren't exactly what you are after, it's a heck of a kick start for one's creative juices! :-)
-M
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Smith, Olivia
Sent: Friday, September 10, 2010 8:58 AM
To: [log in to unmask]
Subject: Re: Shifting teams when students drop out?
I am new to team-based learning and I teach a group of 22 students in a course called the Novel in a Global World. I have done my first RAP, asking mostly factual questions about the start of the novel. This has some usefulness as students get a sure grip of content, laying a good foundation for discussing larger issues. I am trying to think of a way though to question them about problems or more general questions. Is it possible to ask interpretative questions in a multiple choice form?
Olivia Smith
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sophie Sparrow
Sent: Wednesday, September 08, 2010 6:34 PM
To: [log in to unmask]
Subject: Re: Shifting teams when students drop out?
Hi Jana,
I had this problem twice already this semester, due to 2 students leaving a course where I have 12 teams of 5 or 6. I did what Jim
suggested: I told the teams that they might be disadvantaged by being in a group of 4. I suggested that possible solutions included:
Have each of the 4 join another group
look for a volunteer from a 6 person group remain with 4 person group knowing about limitations
In one team, this was a bit tricky as we had already completed one IRAT and GRAT and the team (with the original 5) had scored lower than any of the others. I was concerned that a team of 4 would be at a disadvantage.
The team wanted to stay together and a member of another neighboring team, who had missed the first class where teams were formed, happily joined the group of 4. The team of 6 who lost the student asked if they could appeal the decision - "no" was the answer and then I thanked the students' flexibility publicly at the beginning of class.
In another team, 2 weeks into class, and after the second set of IRAT/GRAT, another student left. This time the group of 4 had recruited a friend of theirs from another team of 6. She happily joined and took the initiative to explain the switch to her original teammates.
I have had teams of 4 in the past, in upper class elective courses.
It's been toughest when 2 out of the 4 are absent and the class is working on solving complex problems.
My plan for the future is to have teams of 6 and 7 so that this is less of a problem.
So delighted that you are trying this approach!
Sophie
Sophie M. Sparrow
Professor of Law
University of NH School of Law
2 White Street
Concord, NH 03301
603-513-5205
603.225-9647 FAX
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>>> Jim Sibley <[log in to unmask]> 9/8/2010 5:25 PM >>>
We usually do an orientation period with trial teams if roster can change al lot....maybe the first module with teams quickly formed on first day....then do real team formation at start of third week
Also teams of 7 can sometimes be a lifesaver....bigger teams have a bit more flexibility with departures
To address your current situation......ask the class, the teams what they want to do.....they may want to reshuffle....or they might already be a team and want to stay the course....let them decide
A team of 4 isnıt the end of the world....in a mechanical design course I help with the teams are the same for a major project and size varies from
4-7.....4 is not ideal...but it is what we feels makes sense in our case
jim
From: Jana McCreary <[log in to unmask]>
Reply-To: Jana McCreary <[log in to unmask]>
Date: Wed, 08 Sep 2010 17:07:55 -0400
To: "[log in to unmask]" <[log in to unmask]>
Subject: Shifting teams when students drop out?
Greetings all,
I am using TBL for the first time this fall (having been highly motivated by a wonderful presentation this summer at the Institute for Law Teaching and Learning). In each of my Criminal Law classes (78-80 students in each class), we set up teams on the first day; the teams consisted of 5-6 people. I now have a student who has left school. He was in a 5-person team, leaving that team with only 4 people. We are half-way through the fourth week of class, and we have 10 ½ weeks to go.
Would it be better for me to move a person from a 6-person team to make the smaller one have 5 people, or would it be better to leave the 4 person team as is? I am certain someone from a 6-person team would be willing to move.
Also, the team that is now short a person has a ³problem student² on the team, and I worry that the other three donıt have strong enough personalities to handle him. Perhaps bringing in a new person would help shift that dynamic? On the other hand, I donıt want to hurt any dynamics already created.
Any input would be appreciated.
Best regards,
Jana
PS By the way, we did our first iRAT and tRAT yesterday and today.
And as
expected, of course, the teams far outperformed the individuals. It was wonderfully exciting to walk around the room and listen as the teams discussed the quiz and really worked together to learn and understand the material.
Jana R. McCreary
Assistant Professor of Law
Florida Coastal School of Law
8787 Baypine Road
Jacksonville, Florida 32256
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(904) 256-1222
(904) 680-7771 (fax)
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As of August 30, 2010, Franklin Pierce Law Center has affiliated with the University of New Hampshire and is now known as the University of New Hampshire School of Law. Please note that all email addresses have changed and now follow the convention: [log in to unmask]
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