Hi everyone - Thanks so much for all of your great suggestions. I'm
always excited to learn about all of the innovative techniques other
people are using in the classroom...
- Mark
On 1/25/2019 7:02 AM, Larry Michaelsen wrote:
> In reading your description of the activities, I find myself wondering
> about what happens during the RATs. If you are using IFAT's or some
> other means of feedback on EACH decision, it is really rare when the
> levelling effect doesn't carry over into the applications. The only
> times I'm aware of when IF-ATs haven't worked have been when the RAT
> questions were so easy that the talkative student was getting a
> perfect score. The other aspect of the situation that is working
> against you is that you don't have a simultaneous report from other
> teams' to challenge the thinking of the assertive student and help
> quieter students in this team find the courage to speak up. That is an
> inherent disadvantage of having a single team. However, I've had
> pretty good success with using a simulated simultaneous report (i.e.,
> answers from teams in previous courses) then defending the previous
> teams' choices by voicing the logic they had used to justify their
> choices.
>
> Larry
>
> *******************************
> Larry K. Michaelsen, Emeritus Professor of Management
> Ásatún 42 #201,
> Akureyri 600, Iceland
> cell phone: +354 618-4517
>
> For info on:
> Team-Based Learning (TBL) <www.teambasedlearning.org
> <http://www.teambasedlearning.org>>
> *******************************
>
>
> On Mon, Jan 21, 2019 at 7:49 PM Mark Stevens <[log in to unmask]
> <mailto:[log in to unmask]>> wrote:
>
> 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
> http://www.scarp.ubc.ca/people/mark-stevens
> 604-822-0657
>
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--
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
http://www.scarp.ubc.ca/people/mark-stevens
604-822-0657
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