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Dear Sophie,

What you describe is pretty rare.  It would help to know:
1) do you use IF-AT answer sheets -- I've never seen this outcome when IF-ATs are used.
2) How large are the teams and what is the membership "mix" of the successful vs. the unsuccessful ones?
3) How many RATs do you give?
4) How much do different aspects of the course "count" (IRATs, GRATs, Applications)?

 Larry

--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093

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>>> Sophie Sparrow <[log in to unmask]> 01/27/09 4:23 PM >>> 
Hi all,

I have been using TBL in some law school courses starting a year ago. In a few classes, the teams have not gelled. In several of these instances I've seen that some students of color and some ESL students seem to participate less than their teammates, and that their teammates' assessment of them at the end of the semester reflects the impression that those who participate less -  speak less, volunteer less -  receive lower evaluations from their peers.

Some students have told me that they have felt not listened to by the majority in the team. For example, if the majority of the team are native English speakers who rapidly analyze concepts verbally, they may lack the patience to wait while a non- native English speaker takes the time to formulate and state ideas.  Similarly, those whose cultural backgrounds incline them to be more reserved have been assumed by their peers to be disengaged, when in fact, they come from cultures where questioning others is considered disrespectful.  I think for other reasons, some students do not feel safe taking risks when they are in the minority. 

Suggestions about how to help teams work on these issues?

Thanks very much -  
Sophie

Sophie M. Sparrow
Professor of Law 
Franklin Pierce Law Center
2 White Street
Concord, NH 03301
603- 513- 5205
603.225- 9647 FAX
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