David,
We deliver our curriculum almost exclusively with TBL for the lecture-classroom portion of our curriculum at Regis University School of Pharmacy. Each student is placed into one group at the beginning of each semester for all TBL classes. With few exceptions, these groups become highly-functioning teams by the end of each semester. In my opinion, the experience of being in the same team for different courses broadens the challenges which each team must face, leading to more effective teams. We have received very few complaints from students using this method, and in fact most teams do not want to be broken up at the end of the semester. When we form new teams at the beginning of subsequent semesters, we ensure that no team has more than two members from the previous semester's team on the same new team.
I recommend keeping students in the same team across multiple classes for either a semester or an academic year based on our success using this method.
Michael Nelson
On Mar 2, 2013, at 12:00 AM, "TEAMLEARNING-L automatic digest system" <[log in to unmask]> wrote:
> There is 1 message totalling 99 lines in this issue.
>
> Topics of the day:
>
> 1. Different Teams or Same Teams?
>
> ----------------------------------------------------------------------
>
> Date: Fri, 1 Mar 2013 09:27:22 -0500
> From: David Raeker-Jordan <[log in to unmask]>
> Subject: Different Teams or Same Teams?
>
> --0023544711746913e504d6ddcf50
> Content-Type: text/plain; charset=UTF-8
>
> Although I am the only faculty member at my law school who uses TBL, I am
> hoping to spread TBL throughout the first-year curriculum.
>
> At our law school, all first-year students take the same classes and have
> the same classmates in all of their casebook classes. The only exception is
> Legal Methods, which is an analysis and writing class. Legal Methods is a
> smaller class; the first-year students are divided into 3-5 Legal Methods
> sections, depending on the size of the first-year class. Only the first
> year is structured this way. The second-year and third-year students choose
> their own classes and make their own schedules.
>
> Given that the first-year students are with the same people all day, all
> semester, I'm wondering which is the best way to use teams under these
> circumstances. I can think of two major options.
>
> First option--each professor creates his or her own teams. This means that
> students would switch from one team to another as they went from class to
> class during the week. This means that their teamates in Legal Methods
> class would probably be on other teams in other classes.
>
> Second option--we assign teams in each Legal Methods class and then use
> those same teams in all other first-year classes that use TBL that
> semester. (Of course, this would require the agreement of all of the
> first-year professors who use TBL.) This means that students are on the
> same team in all of their classes where the professor uses TBL.
>
> I can think of benefits and detriments to both options. Have any of you
> faced this situation and, if so, how did you resolve it? How did your
> solution work? What did students think of it?
>
> Thanks for any advice you can offer.
>
> -----------------
> David Raeker-Jordan
> Legal Methods Professor
> Widener University School of Law
> Harrisburg, PA
> 717.541.1996
>
> --0023544711746913e504d6ddcf50
> Content-Type: text/html; charset=UTF-8
> Content-Transfer-Encoding: quoted-printable
>
> <div dir=3D"ltr">Although I am the only faculty member at my law school who=
> uses TBL, I am hoping to spread TBL throughout the first-year curriculum.<=
> div><br></div><div style>At our law school, all first-year students take th=
> e same classes and have the same classmates in all of their casebook classe=
> s. The only exception is Legal Methods, which is an analysis and writing cl=
> ass. Legal Methods is a smaller class; the first-year students are divided =
> =C2=A0into 3-5 Legal Methods sections, depending on the size of the first-y=
> ear class. Only the first year is structured this way. The second-year and =
> third-year students choose their own classes and make their own schedules.<=
> /div>
>
> <div style><br></div><div style>Given that the first-year students are with=
> the same people all day, all semester, I'm wondering which is the best=
> way to use teams under these circumstances. I can think of two major optio=
> ns.</div>
>
> <div style><br></div><div style>First option--each professor creates his or=
> her own teams. This means that students would switch from one team to anot=
> her as they went from class to class during the week. This means that their=
> teamates in Legal Methods class would probably be on other teams in other =
> classes.</div>
>
> <div style><br></div><div style>Second option--we assign teams in each Lega=
> l Methods class and then use those same teams in all other first-year class=
> es that use TBL that semester. (Of course, this would require the agreement=
> of all of the first-year professors who use TBL.) This means that students=
> are on the same team in all of their classes where the professor uses TBL.=
> </div>
>
> <div style><br></div><div style>I can think of benefits and detriments to b=
> oth options. Have any of you faced this situation and, if so, how did you r=
> esolve it? How did your solution work? What did students think of it?</div>
>
> <div style><br></div><div style>Thanks for any advice you can offer.</div><=
> div style><br></div><div style><div>-----------------<br></div><div><div cl=
> ass=3D"gmail_extra">David Raeker-Jordan<br>Legal Methods Professor<br>Widen=
> er University School of Law<br>
>
> Harrisburg, PA<br>
> <a href=3D"tel:717.541.1996" value=3D"+17175411996" target=3D"_blank">717.5=
> 41.1996</a></div></div>
> <br></div></div>
>
> --0023544711746913e504d6ddcf50--
>
> ------------------------------
>
> End of TEAMLEARNING-L Digest - 23 Feb 2013 to 1 Mar 2013 (#2013-27)
> *******************************************************************
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