Hi,
I like Jim's solution best because it requires everyone to have a turn without there being a "rule" imposed that sounds like it's aimed at anyone in particular.
However, I have in the past used a brief self-reflective questionnaire (see below) to get students to think for themselves about whether they are contributing fairly. After they have time to answer for themselves, I give teams 15 minutes to discuss with their team. I leave the room during that time, and when I get back, we get back to the business of the class. Because the students have to think about their own performance, not just that of others', they don't play the blame game. Also, it keeps me out of negotiating between team members: the entire responsibility is theirs.
Group Dynamics Questionnaire
You’ve now had 2 RATS, a team preparation for an individual test and team applications. It is time to take a look at your teamwork and make sure it is working well.
Please take a few minutes to answer the following questions in writing for yourself.
When you have finished answering all the questions, you will discuss your answers with your team. It is important to be honest and constructive during this exercise—team members who are not fulfilling their duties need to know it, but in such a way that the team functions better. Be careful in how you give your feedback!
1. When you are working in your team:
a. Does everyone come to class prepared? Do you?
b. Does everyone participate? Do you?
c. Is everyone listened to? Are you?
d. Does someone dominate the others? Do you?
e. Is there someone whose ideas do not get heard? Are yours?
2. Take a look at your team rules—is everyone in your group following them? Are you?
3. What strategies can you think of to improve your team’s work?
4. What strategies can you use to improve your own teamwork?
Tine
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward
Sent: Monday, January 21, 2019 11:56 AM
To: [log in to unmask]
Subject: Re: Whether to intervene when a student dominates the team discussion
Hi
I always like using a version of Haida talking stick
Basically each student get a fixed period of time - probably in this case 1 minute - the first student gets to share their thought uninterrupted (no cross-talk) - then move to next student - next student - etc
Until everyone has had an uninterrupted share - then the group conversation begins with cross-talk allowed
jim
Jim Sibley
Director
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
CEME 1214-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask] <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
Check out my book Getting Started with Team–Based Learning <http://www.learntbl.ca/> Check out my TBL website at www.learntbl.ca <http://www.learntbl.ca/>
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On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <[log in to unmask] on behalf of [log in to unmask]> wrote:
Hi all -
I'm currently teaching a 7-person class with a single team. I am finding
that one of the students talks almost non-stop during the team
activities, and that 3-4 of the remaining students say almost nothing
because the talkative student doesn't give them much of a chance. The
talkative student is very knowledgeable and is usually saying something
useful and on the right track, but I am worried that the other students
will disengage and get frustrated.
I always have my teams complete an ungraded midterm peer evaluation to
provide constructive feedback to their teammates on their
behavior/performance, and the midterm comments always include some
combination of encouraging the talkative students to give quieter
students more chance to talk, and encouraging the quieter students to
talk more. As a result, I have found that the students tend to balance
out the over/under talkativeness issues on their own via the midterm
peer evaluation comments, if not sooner.
But in this case, my talkative student is SO talkative that I'm not sure
I should wait another 3-4 classes for the midterm evaluation to start
the process of balancing the team out and I wonder if I should intervene
in some way to help out.
What do you all think? Do you think I should intervene (and if so,
how?), or should I leave it up to the students to find a better balance
on their own?
Thanks,
Mark
--
Mark Stevens, PhD, MCIP
Associate Professor, School of Community & Regional Planning
Director, Planning Evaluation Lab
University of British Columbia
433-6333 Memorial Road
Vancouver, BC V6T 1Z2, Canada
http://www.scarp.ubc.ca/people/mark-stevens
604-822-0657
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