I strongly agree with Molly. A few years ago, someone asked how many teams
they should form in a class of 12. That post spurred a great discussion.
There were a dozen or more responses and all but one said that they tried
to avoid teams smaller than 5 and often cited a high probability of
problems with teams of 4. The one who advocated teams of 4 reported that
they worked fine and they had never tried larger teams.
Larry
*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
*******************************
On Thu, Aug 13, 2020 at 3:29 PM Molly Espey <
[log in to unmask]> wrote:
> I absolutely agree with Graciela to not have teams of 3. I always start
> with 5-7 per team and sometimes end up with 4 on a team if someone drops.
> Teams of 4, in my experience, often struggle because they don’t have the
> same resources as 5 or 6, and if one person is absent, three is a very
> small team. I’d recommend erring on the side of possibly too large than
> too small.
>
>
>
>
>
> Molly Espey, Professor
>
> John E. Walker Dept. of Economics
>
> Clemson University
>
> Clemson, SC 29634
>
>
>
> [image: signature_1228509628]
>
>
>
>
>
> *From: *Team-Based Learning <[log in to unmask]> on behalf of
> Graciela Elizalde-Utnick <[log in to unmask]>
> *Reply-To: *Graciela Elizalde-Utnick <[log in to unmask]>
> *Date: *Thursday, August 13, 2020 at 4:02 PM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Re: Peer evaluation in really small classes
>
>
>
> I wouldn’t have teams of 3. Stick to 4 or 5. If someone is absent, 3
> becomes 2. And with 4 you will have three peer eval forms. I don’t change
> the form and the students provide constructive feedback. The teams become
> cohesive and they don’t often want to write something that the team member
> can improve but they do it. We discuss the importance of this feedback etc.
> I hope this helps.
>
> Graciela Elizalde-Utnick, Ph.D.
>
> Bilingual Specialization Coordinator, School Counseling & School Psychology
>
> Department of School Psychology, Counseling, & Leadership
>
> 1107 James Hall
>
> School of Education
>
> Brooklyn College – CUNY
>
> 2900 Bedford Avenue
>
> Brooklyn, NY 11210
>
> 718.951.5876
>
>
>
> Sent from my iPhone
>
>
>
> On Aug 13, 2020, at 1:43 PM, John Gotwals <
> [log in to unmask]> wrote:
>
> CAUTION: This email is from outside BC, so examine it closely before
> opening attachments or clicking on links
>
>
>
> Looking over all of your responses brought up another question: When you
> use TBL in courses with small #s of students, should you modify your
> approach to peer evaluation? If teams only have 3-4 students each, will
> students be less likely to provide high quality/critical peer evaluations
> because the degree of anonymity is lower (i..e, it's easier for the
> receiver to figure out where the feedback came from)? If modifications are
> needed, what would you suggest?
>
>
>
> Thanks again,
>
> John
>
>
>
> On Thu, 13 Aug 2020 at 13:06, John Gotwals <[log in to unmask]> wrote:
>
> Thanks so much everyone for the tips and guidance. It's really helpful.
> Apart from the innovative approach to teaching/learning, one of the best
> things about TBL is the tremendously supportive community!
>
>
>
> Cheers,
>
> John
>
>
>
> On Thu, 13 Aug 2020 at 12:45, Neil Haave <
> [log in to unmask]> wrote:
>
> Hi Bill,
>
>
>
> What a great approach (to leave while students discuss)! I wonder if this
> would also be a good approach when there are only two teams?
>
>
>
> When I was doing TBL over Zoom during the Winter term, I started out by
> visiting each team's breakout room just to check in while they were
> discussing. But then when I realized that students could call me in from
> the main Zoom room if they had a query or clarification, I stopped doing
> the roaming. I think that worked better - only checking in when called
> upon. Still not sure... I may try it both ways again this fall. Teaching
> and learning are so context-dependent that there probably isn't a single
> approach that is always the best for this aspect of TBL.
>
>
>
> Cheers,
>
>
>
> Neil
>
>
>
>
> *Neil Haave, PhD *Professor, Biology
> <https://www.augustana.ualberta.ca/disciplines/biology/>, Augustana
> Faculty, Camrose, AB
>
> Chair, Standing Committee for Publications, STLHE <https://www.stlhe.ca/>
>
> Teaching Professor Conference Advisory Board member
> <https://www.magnapubs.com/teaching-professor-conference/advisory-board.html>
>
> [image: Image removed by sender.]
> <https://www.magnapubs.com/teaching-professor-conference/>
>
> email <[log in to unmask]> | website
> <https://www.ualberta.ca/augustana/about-us/academic-staff/neil-haave> |
> blog <http://activelylearning2teach.blogspot.ca/> | Twitter
> <https://twitter.com/nhaave> | LinkedIn
> <https://ca.linkedin.com/in/neilhaave>
>
>
>
> "Education should not be intended to make people comfortable; it is
> intended to make them think."
> Hanna Holborn Gray, President, University of Chicago, 1978-1993
>
>
>
>
>
> On Thu, 13 Aug 2020 at 09:34, Bill Roberson <
> [log in to unmask]> wrote:
>
> Hi, All,
>
> I’ll add one more comment on TBL in small classes. I once had a class of 5
> students, and decided to see if the process would work with a single team.
> I ran the one-team experiment just as I would a large class with a couple
> of small modifications.
>
>
>
> The problem with a small class is how to make the instructor invisible
> during team discussions. In a large class this is easy as the teams are
> busy with their problem-solving. In a small class it’s much harder to fade
> into the background. So, during the tRAT I would leave the room, then after
> a few minutes, come back and sit down with the team and ask them how they
> did. Then we’d discuss the questions they struggled with. I’d ask them to
> consider appeals, and would leave the room again for a few minutes to let
> them confer.
>
>
>
> During the 4-S application activities, same thing. I would go out of the
> room and give them time to reach a decision. When I came back in I’d sit
> down with them and ask them what they decided, and ask them to explain. I
> simply became a member of the discussion. In this way I could probe the
> topic with all team members, so the conversation was rich and inclusive.
> The fact that they had debated amongst themselves made it possible for all
> 5 of them to participate in this give and take with me.
>
>
>
> I was fortunate enough to have an office close to where the class was
> being taught. This allowed me to disappear, yet still overhear the murmur
> of conversation, so I could time the return if they finished the task
> earlier than anticipated.
>
>
>
> Bill
>
>
>
> Bill Roberson, PhD
>
> Curriculum, Teaching and Learning Specialist | Centre for Innovation and
> Excellence in Learning
>
> Vancouver Island University | 900 Fifth Street, Nanaimo, BC V9R 5S5
>
>
>
> 250.753.3245 (2295) | [log in to unmask] | B305 - R511-C
>
>
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Graciela Elizalde-Utnick
> *Sent:* Wednesday, August 12, 2020 5:30 PM
> *To:* [log in to unmask]
> *Subject:* [External] Re: [TBL_List] TBL in really small classes
>
>
>
> This message was sent from outside Vancouver Island University. Please do
> not click links or open attachments unless you recognize the source of this
> email and know the content is safe.
>
> Go for it! My classes typically have about 17 graduate students but in the
> summer I have had as low as 10 or 11. My preferred team size is 5 with 4
> being the smallest size. So two teams of 5 is perfect in my world. You do
> the same that you typically do with the larger classes. You just have two
> teams and you should note that it will take less time than you are used to.
> But it works beautifully In my classes. I find that with more than 5 it is
> easier for students to participate less.
>
> Best,
>
> Graciela
>
>
>
> Graciela Elizalde-Utnick, Ph.D.
>
> Bilingual Specialization Coordinator, School Counseling & School Psychology
>
> Department of School Psychology, Counseling, & Leadership
>
> 1107 James Hall
>
> School of Education
>
> Brooklyn College – CUNY
>
> 2900 Bedford Avenue
>
> Brooklyn, NY 11210
>
> 718.951.5876
>
>
>
> Sent from my iPhone
>
>
>
> On Aug 12, 2020, at 3:32 PM, John Gotwals <
> [log in to unmask]> wrote:
>
> CAUTION: This email is from outside BC, so examine it closely before
> opening attachments or clicking on links
>
>
>
> Hi everyone,
>
>
>
> I just found out that my fall term course that usually has ~25 students,
> may only have ~10. Does anyone know of a resource that presents best
> practices for using TBL in really small courses? Or has anyone used TBL in
> really small courses? If so, I'd love to pick your brain for tips...
>
>
>
> Cheers,
>
> John
>
>
>
> --
>
> *********************************
> *Note: Due to the pandemic, I am currently working from home and having to
> balance doing so with my partner’s work and parenting. This may lead to
> delays in my response to email. *
>
>
>
> John K. Gotwals, Ph.D.
> <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca%2fusers%2fG%2fjgotwals%2fnode%2f17457&c=E,1,P6Cl6otFrZ6n-RNeP_Aubf6KH5c3-pob2WXR1DtwQF0jXU9W4Z4NfsfJVJCUDdiY1hrzUibzifKGbNzt0PceMzSwVOJuHGiEX3NWXQCH&typo=1>
> Associate Professor & Graduate Coordinator
>
> School of Kinesiology
> <https://linkprotect.cudasvc.com/url?a=http%3a%2f%2fkinesiology.lakeheadu.ca%2f&c=E,1,eWqpHEWNl2pKvDJxXr8cy5Uxqa3UgUCuWS8qdbjxPwse_FBapcTh_pW_xYI9lw2KueCCRPvlfvCrmcF3Ty7TizNN2G8xcwOSPbfl-ROl2rC4qPBeq2d9SEo7&typo=1>
> Lakehead University
> <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca&c=E,1,rBjKJCpapDkzfvF4rtO_aU_g-K3rjDhvQ8nSa-DaLVrclqQs7BxBxeArm1PL0UiwSosHw339IuDP5rjOSpoTyIZb9Z66ReWCK0V1pNBDqd8ZBqorXA,,&typo=1>
> 955 Oliver Rd.
> Thunder Bay, Ontario P7B 5E1
> Canada
> phone: 807 346-7952; fax: 807 343-8944
>
>
>
> <~WRD000.jpg>
>
> *Lakehead University resides on the traditional territory of the Fort
> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
> collectively known as the Three Fires Confederacy. I am grateful for the
> opportunity to base my work out of that territory. *
>
>
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> --
>
> *********************************
> *Note: Due to the pandemic, I am currently working from home and having to
> balance doing so with my partner’s work and parenting. This may lead to
> delays in my response to email. *
>
>
>
> John K. Gotwals, Ph.D.
> <https://www.lakeheadu.ca/users/G/jgotwals/node/17457>
> Associate Professor & Graduate Coordinator
>
> School of Kinesiology <http://kinesiology.lakeheadu.ca/>
> Lakehead University <https://www.lakeheadu.ca>
> 955 Oliver Rd.
> Thunder Bay, Ontario P7B 5E1
> Canada
> phone: 807 346-7952; fax: 807 343-8944
>
>
>
> [image: Image removed by sender.]
>
> *Lakehead University resides on the traditional territory of the Fort
> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
> collectively known as the Three Fires Confederacy. I am grateful for the
> opportunity to base my work out of that territory. *
>
>
>
>
> --
>
> *********************************
> *Note: Due to the pandemic, I am currently working from home and having to
> balance doing so with my partner’s work and parenting. This may lead to
> delays in my response to email. *
>
>
>
> John K. Gotwals, Ph.D.
> <https://www.lakeheadu.ca/users/G/jgotwals/node/17457>
> Associate Professor & Graduate Coordinator
>
> School of Kinesiology <http://kinesiology.lakeheadu.ca/>
> Lakehead University <https://www.lakeheadu.ca>
> 955 Oliver Rd.
> Thunder Bay, Ontario P7B 5E1
> Canada
> phone: 807 346-7952; fax: 807 343-8944
>
>
>
> [image: Image removed by sender.]
>
> *Lakehead University resides on the traditional territory of the Fort
> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
> collectively known as the Three Fires Confederacy. I am grateful for the
> opportunity to base my work out of that territory. *
>
>
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