Hi Mark,
A few thoughts...
Have you considered an informal team check in to discuss what is going well and what could change for the better?
Also, I wonder whether your discipline formally acknowledges/values team functioning (within/across disciplines and other stakeholders)? If so, I wonder how seeding the discussion with questions about how their team process is an opportunity to parallel the functioning of their professional/vocational world and the value of surfacing voices less heard.
The instrument you are using in a few weeks as a formative assessment could also ground a discussion in class, if your learners have not seen it yet.
Liz
Liz Winter, Ph.D., LSW
Child Welfare Resource Center
School of Social Work
University of Pittsburgh
717-601-6896
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Mark Stevens
Sent: Monday, January 21, 2019 2:49 PM
To: [log in to unmask]
Subject: Whether to intervene when a student dominates the team discussion
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
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