Maybe use this debriefing not so much to dispense ideas to the team, but
to better understand their misconceptions that you could then share with
the other teams?
Also, I've found it useful to sit down with a team and watch them work on
tRATs and application exercises. After about 10 seconds they ignore me and
I find it very useful to watch them interact. I also get a much better
sense of what they find difficult.
- Bill
Mark said:
> Hi all. TBL instructors often wonder what they should do when one
> team finishes a team exercise before the other teams. Like many of
> you, I try to think of an additional activity or question for the
> early finishers to work on while the other teams finish up. I tried
> something new yesterday that seemed to work well, but I have some
> concerns and wanted to see if you think my concerns are warranted.
>
> One team in my class yesterday finished much earlier than I was
> expecting, so I gave them a few additional tasks to work on while
> the other team continued working on the exercise. Once the
> early-finishing team had completed its additional tasks (and it was
> clear that the other team was still going to be working on the
> exercise for a while), I decided to sit down with the
> early-finishing team to debrief their work on the extra tasks. I
> enjoyed this debriefing session, and it kept the team members more
> engaged in the class and material than they otherwise would have
> been. I got to cover some non-essential but nevertheless relevant
> material with that team that I wouldn't have been able to cover in
> the post exercise discussion, because I knew there would only be
> time to discuss the essential material. Overall, I think this
> debriefing session was valuable for the early-finishing team.
>
> My concern, though, is whether it is problematic to spend time
> chatting with one time while the other team is working on the
> exercise. I don't think our chatting was a distraction to the
> still-working team, but the team that I chatted with had an
> opportunity to "learn more" than the team that was still working,
> which could be viewed as "unfair". On the other hand, more learning
> is arguably better than less learning, even if the the "more
> learning" is unevenly distributed across the students.
>
> Does anyone have any thoughts on this issue?
>
> Thanks,
> Mark
>
> --
> Mark Stevens, PhD, MCIP
> Assistant Professor, School of Community & Regional Planning
> University of British Columbia
> 223-1933 West Mall
> Vancouver, BC V6T 1Z2, Canada
> SCARP bio: http://www.scarp.ubc.ca/people/mark-stevens
> Planning Evaluation Lab: http://www.planningevaluationlab.ca
> 604-822-0657
--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299
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