Hi Kathy
Article is cited at bottom of bibliography page on TBL site (in other
interesting articles category)
I attached a copy for your convenience
** Would it be better if I just made the page totally alphabetical.....I had
not been mixing TBL papers with other papers....maybe this is confusing
jim
> From: "Ross, Kathy" <[log in to unmask]>
> Date: Mon, 30 Aug 2010 17:23:59 +0000
> To: James Sibley <[log in to unmask]>
> Subject: RE: Does Team Formation Strategy Matter?
>
> Hi, Jim,
>
> I've seen you refer to the Brickell article a couple times. I looked for it in
> the Bibliography on your TBL website, but I didn't located it. It is there and
> I'm just not finding it? Or could you add it? It sound very useful.
>
> Kathy
>
> Kathy Ross, Ph.D.
> Director, Center for Teaching, Learning, and Assessment
> Indiana University Kokomo - KO-290B
> 2300 South Washington
> P. O. Box 9003
> Kokomo, IN 46904-9003
> 765-455-9392
> [log in to unmask]
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of
> Jim Sibley
> Sent: Monday, August 30, 2010 12:32 PM
> To: [log in to unmask]
> Subject: Does Team Formation Strategy Matter?
>
> There is a good article by brickell et al that looks at student-selected,
> random and instructor-selected team performance
>
> Instructor-selected outperforms random out performs student-selected....the
> interesting part is by how much.....instructor/criterion selected teams just
> slightly outperforms random....both of which outperform student-selected by
> a lot
>
> I think the real message is anything but student-selected
>
> jim
>
>
>> From: Michael Sweet <[log in to unmask]>
>> Reply-To: Michael Sweet <[log in to unmask]>
>> Date: Mon, 30 Aug 2010 10:15:29 -0500
>> To: "[log in to unmask]" <[log in to unmask]>
>> Subject: Re: team transparency
>>
>>> Whether messy, random or structured, does team formation really matter that
>>> much? Hmm?
>>>
>>
>> I don't know of this was a serious question or tongue-in-cheek. So, just to
>> be safe, I see strategic team formation as
>> fundamental/critical/crucial/serious/important/essential/key.
>>
>> 1) You want all teams to have the resources they need to succeed.
>>
>> 2) You want to avoid the stereotyping (positive or negative, self- or other)
>> that can occur when teams are allowed to form homogenously, which they will
>> because we are attracted to people who are like us.
>>
>> 3) You want to avoid the coalitions that occur when teams are allowed to
>> self-select (e.g., two friends choosing to be on the same team of five,
>> thereby creating a "voting bloc" within that team and an insider/outsider
>> dynamic that never allows the team to gel as a unit).
>>
>> 4) You want students to learn the life lesson of coming to see people very
>> different from them as allies, team-mates, and resources.
>>
>> 5) You want to avoid the "leftovers" effect that occurs when self-selecting
>> teams create a "last" team composed of people "no one else wanted."
>>
>> Now, it is true that once they graduate, these students will most likely not
>> find themselves in work teams that are so carefully balanced by the powers
>> that be. By the same token, they're not going to be taking a lot of
>> multiple-choice tests, either. The classroom is for learning, which requires
>> scaffolding, tools and experiences that are necessarily unlike what folks
>> encounter in real life.
>>
>> -M
>>
>>
>> -----Original Message-----
>> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf
>> Of
>> John Fritz
>> Sent: Monday, August 30, 2010 9:56 AM
>> To: [log in to unmask]
>> Subject: Re: team transparency
>>
>> On Aug 30, 2010, at 10:38 AM, Levine, Ruth wrote:
>>
>>> The trouble with using methods like previous grades is that if the
>>> students find out you did that they will always wonder (or worse--
>>> find out!!) who the "smart one" and who the "dumb one" in the team
>>> is and that can be counterproductive to team cohesion in the long run.
>>
>> I tend to agree with Ruth. After all, isn't one of the virtues of TBL
>> supposed to be that it prepares students for the teams they will
>> inevitably find themselves to be a part of? We don't always get to
>> choose our colleagues (or neighbors). So part of life is figuring out
>> how to work well in the teams we find ourselves in, whether we chose
>> them or not. Transparency is fine, but in the end, if team formation
>> vs. function has more to do with their success, then the big life
>> lesson of TBL may not have been learned or facilitated.
>>
>> Whether messy, random or structured, does team formation really matter
>> that much? Hmm?
>>
>> Just my .02.
>>
>> John
>>
>> John Fritz
>> Asst. VP, Instructional Technology & New Media
>> UMBC Div. of Information Technology
>> 410.455.6596 | [log in to unmask] | www.umbc.edu/oit/itnm
|
