MAILING LISTS

Elanor,

I¹d want to encourage the team to find ways of managing difficulties
themselves first before intervening directly. I think these are very rare
occurrences with the vast majority of teams self-managing without
difficulties. 

Simon
------------------------------------------------------------------------
Simon Tweddell BPharm MRPharmS FHEA
Senior Lecturer in Pharmacy Practice
Curriculum Development Fellow
Centre for Educational Development
University of Bradford
Bradford 
United Kingdom
BD7 1DP
Tel. +44 (0)1274 235241
Email. [log in to unmask]
Twitter: @simontweddell
Skype: simon.tweddell

Accredited Consultant-Trainer in Team-based Learning






On 19/10/2014 22:21, "Elanor Withnall" <[log in to unmask]> wrote:

>Is it too simple to ask Jeff if there is a reason he is not participating?
>Elanor
>
>Simon Tweddell wrote:
>> Sophie,
>>
>> I was asked a similar question by a colleague using TBL in another
>> discipline a couple of weeks ago. I¹d not had this problem before so I
>> had to think about it for a day or two and discussed it with a
>> colleague. Here¹s what we came up with:
>>
>> 1. Write an impromptu, discipline-related task (as an application
>> exercise) that challenges the teams to solve a similar problem, but in
>> the workplace i.e. looking forward to a time that they are in practice.
>> This task might include others tasks as well but build in an appropriate
>> problem e.g. a colleague in the work team that isn¹t pulling their
>> weight or a client that won¹t engage or talk during a case
>> review/hearing or a case that demonstrates the need for all team members
>> to pull their weight in the workplace. A 4S case that challenges the
>> teams to come up with a solution might create some useful class
>> discussion afterwards and provide the team with some ideas. Jeff might
>> even come to realise that actually the workplace is all about teamwork
>> and reflect a little on his behaviour to date?
>>
>> 2. Consider using the ŒJeff Case¹ you describe below as an application
>> exercise when introducing students to TBL for the first time in the
>> future. Setting the teams a similar challenge about how they would
>> engage with and challenge a possible ŒJeff¹ in their team will create
>> some really useful class discussion and acts as a kind of preventative,
>> pre-emptive strike in case there are any possible Jeffs out there. If
>> someone isn¹t engaging later on in the course, then the teams might be
>> able to draw on this discussion and handle this themselves, possibly
>> just with the phrase Œcome on, talk to us, don¹t be a Jeff!¹ Deep down,
>> no one really wants to think that they are being the ŒJeff' in their
>>groupŠ.
>>
>> Hope this makes sense and good luck with Jeff!
>>
>> Perhaps you could share with the Listserv how and if this problem is
>> eventually resolved?
>>
>> Best wishes
>>
>> Simon
>>
>> ------------------------------------------------------------------------
>> Simon Tweddell BPharm MRPharmS FHEA
>> Senior Lecturer in Pharmacy Practice
>> Curriculum Development Fellow
>> Centre for Educational Development
>> University of Bradford
>> Bradford
>> United Kingdom
>> BD7 1DP
>> Tel. +44 (0)1274 235241
>> Email. [log in to unmask] <mailto:[log in to unmask]>
>> Twitter: @simontweddell
>> Skype: simon.tweddell
>>
>> Accredited Consultant-Trainer in Team-based Learning
>>
>>
>> From: "Sparrow, Sophie" <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Reply-To: "Sparrow, Sophie" <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Date: Sun, 19 Oct 2014 19:56:41 +0000
>> To: <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Subject: Team dynamics problem
>>
>> Greetings TBL colleagues -
>>
>> I could use some advice.
>>
>> For the first time in the 8 years I have been using TBL, I have a team
>> that is not working well. One of the team members (I¹ll call him
>> Jeff-not his real name) does not talk to, make eye contact with, or
>> engage with the team unless they are working on a tRAT. When they are
>> engaged in team applications during class, he does not turn to face the
>> rest of his teammates, does not contribute and does not listen to them.
>> As with all students, he knows that team contributions count for 15% of
>> the final grade.
>>
>> Context:
>> This is a first year graduate US law course, and I am working with teams
>> of 6.
>>
>> On this particular team, half the students have come straight from
>> undergrad,and 2 of the others have worked for a while before coming to
>> law school. Jeff is a bit older than the others, has a PhD in science
>> and was educated in EU in predominately lecture-based settings. In his
>> team he has voiced his dislike of all the assessments in this course,
>> and said that he wished it were like some other law school courses,
>> where the only grade is on the final exam.
>>
>> Students in this class have given and received anonymous midterm peer
>> feedback (now 2 weeks ago). Several of the members of the team have
>> several times come to talk to me about how to engage this student. In
>> the feedback he received, Jeff was asked to participate more. That has
>> not happened. The students had ideas about how to try to engage him
>> more, and he has not been responsive. At this point, two of the students
>> are very frustrated as they keep trying to get Jeff to work with them,
>> but they are finding that they are spending a lot of time trying to get
>> him involved when he appears to have no interest in doing so. They don¹t
>> want to ³write him off² and not engage him during team applications, but
>> they ­ and I ­ are not sure how best to handle this. A couple of team
>> graded team applications are coming up over the next month, and we have
>> 2 more tRATs to do.
>>
>> I am not sure how to respond to this situation, and would love your
>> ideas and suggestions.
>>
>> Thanks much,
>>
>> ~ Sophie
>>
>> Sophie M. Sparrow
>> Professor of Law
>> University of New Hampshire School of Law
>> [log in to unmask] <mailto:[log in to unmask]>
>> 603-513-5205
>>
>
>-- 
>Elanor Withnall, BVSc, MACVSc
>Associate Professor of Anesthesiology
>St. Matthews University
>P.O.Box 30902
>Grand Cayman, KY1-1204
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>British West Indies
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