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From:
"Sibley, James Edward" <[log in to unmask]>
Reply To:
Sibley, James Edward
Date:
Mon, 21 Jan 2019 19:56:20 +0000
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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 

 

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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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