Chyrs,
I think it depends on what you want them to do with the information
AFTER class. If you want them to take notes and be able to refer back to
the problem set and their solutions, then most definitely give each
individual one copy. I know that on simpler problem sets, I just project
it on the screen in the front of the class, thereby helping the
environment and making it accessible to everyone. Another thing that I
do is have groups assign roles to each member of the group to get
everyone involved:
- Timekeeper
- Scribe (I have my groups write their responses on flip chart paper,
which they use to present to other groups)
- Team leader or facilitator
- Presenter (I pair up student groups and have them give 5 minute
presentations to one another, then talk about what they learned
collectively at the end of class)
I've also found that student are more efficient if you give them less
time. I put them on a tight schedule (15 - 20 minutes) which seems to
amp up their energy level and involvement. In addition, in your role as
a facilitator, when you see that some people aren't actively
participating, let everyone in the class know that you are aware of it
and remind them of their responsibility to participate.
Cheers, Tom
Tom DeWitt
Demetry, Chrysanthe wrote:
>
> I am new to team-based learning and new to this list-serve, so I
> apologize if this question has been asked and responded to; I couldn’t
> find it in the archives.
>
> I am teaching 128 students in Introduction to Materials Science, and
> as of today they are formed into teams of 4. The classroom has fixed
> auditorium style seating, and their assigned seats span two rows.
>
> I am using a TBL variation similar to Frank Dinan’s description of his
> chemistry course in /Team-Based Learning: A Transformative Use of
> Small Groups in College Teaching/, where each team gets a “problem
> set” to work on during class (only 50 min) after completing their
> T-RAT. There is a lot of information on the problem set document and
> my question is whether to distribute 1 copy or 4 copies (or 2, I
> suppose). Today I distributed just one, thinking of the classic advice
> that cooperative teams need to share resources. I observed that 1
> person often became the center of attention and not all may have had
> access to key information. They might not even be able to wrap their
> minds around the problem without having it in front of them to read
> carefully. But then I fear if I distribute 4 copies they simply won’t
> work together. However, if I ask them to submit just one copy as the
> team product for grading, maybe they will be “forced” to ultimately
> work together? I guess I’m leaning toward distributing 4 copies next
> time, but if someone definitely recommends against that I would love
> to know!
>
> Any “lessons learned” would be appreciated. (Or please point me toward
> an archive time period or person’s name if this has been discussed
> recently.)
>
> Thanks,
>
> Chrys Demetry
>
> /Chrysanthe Demetry, Ph.D./
>
> /Associate Professor of Mechanical Engineering/
>
> /Director, Center for Educational Development & Assessment/
>
> /WPI, 100 Institute Rd., Worcester, MA 01609 USA/
>
> /Voice: 508.831.5195 or 508.831.5707/
>
> /Email: [log in to unmask] <mailto:[log in to unmask]>
>
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