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>
> <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
>>
>>
>>
>> [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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--
*********************************
*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
*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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