Thanks to everyone so far for the suggestions and questions.
To provide more context, yes, students earn 15% of their total grade based
on their team contributions (I use Michaelsenšs approach).
In this and other courses, I have had a fair number of introverts. They
are often highly skeptical about TBL, but over the course of the semester,
they have always managed to work with their teammates to figure out ways
to interact that work for them.
~ Sophie
Sophie M. Sparrow
Professor of Law
University of New Hampshire School of Law
[log in to unmask]
603-513-5205
On 10/20/14, 11:50 AM, "Faux, Cynthia" <[log in to unmask]> wrote:
>Heaven knows I am not a TBL expert and I apologize if this has been
>discussed and I have missed it. I am trying to learn as much as I can as
>I launch my first wholly TBL course this spring. Science is a much more
>comfortable setting for folks who find social interactions difficult or
>even impossible. I, too, can make the argument of "well, once you are in
>practice" but that's not quite true. We have many veterinary graduates
>who use their degrees in creative and non-social career paths. I would be
>interested in solutions for those occasional students who are potentially
>incapable of this type of social interaction (potential Asperger's or
>extreme introverted) and who lack the ability to 'fake it' to get through
>the class. Neuro-typical and extroverted folks tend to have no idea how
>difficult it can be to gut your way through forced social interactions,
>especially if the class holds no particular interest other than as a
>required step in the path to the degree. Although TBL s
> eems to
>Cynthia
>
>Cynthia Faux, DVM, PhD
>Washington State University College of Veterinary Medicine
>Department of Integrated Physiology and Neurosciences
>Pullman, Washington, USA
>
>________________________________________
>
>
>Date: Sun, 19 Oct 2014 21:14:31 +0000
>From: Simon Tweddell <[log in to unmask]>
>Subject: Re: Team dynamics problem
>
>--_000_D069DC461A9CAsjtweddebradfordacuk_
>Content-Type: text/plain; charset="Windows-1252"
>Content-Transfer-Encoding: quoted-printable
>
>Sophie,
>
>I was asked a similar question by a colleague using TBL in another
>discipli=
>ne a couple of weeks ago. I=92d not had this problem before so I had to
>thi=
>nk about it for a day or two and discussed it with a colleague. Here=92s
>wh=
>at we came up with:
>
>1. Write an impromptu, discipline-related task (as an application
>exercise)=
> that challenges the teams to solve a similar problem, but in the
>workplace=
> i.e. looking forward to a time that they are in practice. This task
>might =
>include others tasks as well but build in an appropriate problem e.g. a
>col=
>league in the work team that isn=92t pulling their weight or a client
>that =
>won=92t engage or talk during a case review/hearing or a case that
>demonstr=
>ates the need for all team members to pull their weight in the workplace.
>A=
> 4S case that challenges the teams to come up with a solution might
>create =
>some useful class discussion afterwards and provide the team with some
>idea=
>s. Jeff might even come to realise that actually the workplace is all
>about=
> teamwork and reflect a little on his behaviour to date?
>
>2. Consider using the =91Jeff Case=92 you describe below as an
>application =
>exercise when introducing students to TBL for the first time in the
>future.=
> Setting the teams a similar challenge about how they would engage with
>and=
> challenge a possible =91Jeff=92 in their team will create some really
>usef=
>ul class discussion and acts as a kind of preventative, pre-emptive
>strike =
>in case there are any possible Jeffs out there. If someone isn=92t
>engaging=
> later on in the course, then the teams might be able to draw on this
>discu=
>ssion and handle this themselves, possibly just with the phrase =91come
>on,=
> talk to us, don=92t be a Jeff!=92 Deep down, no one really wants to
>think =
>that they are being the =91Jeff' in their group=85.
>
>Hope this makes sense and good luck with Jeff!
>
>Perhaps you could share with the Listserv how and if this problem is
>eventu=
>ally resolved?
>
>Best wishes
>
>Simon
>
>------------------------------------------------------------------------
>Simon Tweddell BPharm MRPharmS FHEA
>Senior Lecturer in Pharmacy Practice
>Curriculum Development Fellow
>Centre for Educational Development
>University of Bradford
>Bradford
>United Kingdom
>BD7 1DP
>Tel. +44 (0)1274 235241
>Email. [log in to unmask]<mailto:[log in to unmask]>
>Twitter: @simontweddell
>Skype: simon.tweddell
>
>Accredited Consultant-Trainer in Team-based Learning
>
>
>From: "Sparrow, Sophie"
><[log in to unmask]<mailto:Sophie.Sparrow@L=
>AW.UNH.EDU>>
>Reply-To: "Sparrow, Sophie"
><[log in to unmask]<mailto:Sophie.Sparr=
>[log in to unmask]>>
>Date: Sun, 19 Oct 2014 19:56:41 +0000
>To:
><[log in to unmask]<mailto:[log in to unmask]
>>>
>Subject: Team dynamics problem
>
>Greetings TBL colleagues -
>
>I could use some advice.
>
>For the first time in the 8 years I have been using TBL, I have a team
>that=
> is not working well. One of the team members (I=92ll call him Jeff-not
>his=
> real name) does not talk to, make eye contact with, or engage with the
>tea=
>m unless they are working on a tRAT. When they are engaged in team
>applicat=
>ions during class, he does not turn to face the rest of his teammates,
>does=
> not contribute and does not listen to them. As with all students, he
>knows=
> that team contributions count for 15% of the final grade.
>
>Context:
>This is a first year graduate US law course, and I am working with teams
>of=
> 6.
>
>On this particular team, half the students have come straight from
>undergra=
>d,and 2 of the others have worked for a while before coming to law
>school.=
> Jeff is a bit older than the others, has a PhD in science and was
>educated=
> in EU in predominately lecture-based settings. In his team he has voiced
>h=
>is dislike of all the assessments in this course, and said that he wished
>i=
>t were like some other law school courses, where the only grade is on the
>f=
>inal exam.
>
>Students in this class have given and received anonymous midterm peer
>feedb=
>ack (now 2 weeks ago). Several of the members of the team have several
>time=
>s come to talk to me about how to engage this student. In the feedback he
>r=
>eceived, Jeff was asked to participate more. That has not happened. The
>st=
>udents had ideas about how to try to engage him more, and he has not been
>r=
>esponsive. At this point, two of the students are very frustrated as they
>k=
>eep trying to get Jeff to work with them, but they are finding that they
>ar=
>e spending a lot of time trying to get him involved when he appears to
>have=
> no interest in doing so. They don=92t want to =93write him off=94 and
>not =
>engage him during team applications, but they =96 and I =96 are not sure
>ho=
>w best to handle this. A couple of team graded team applications are
>coming=
> up over the next month, and we have 2 more tRATs to do.
>
>I am not sure how to respond to this situation, and would love your ideas
>a=
>nd suggestions.
>
>Thanks much,
>
>~ Sophie
>
>Sophie M. Sparrow
>Professor of Law
>University of New Hampshire School of Law
>[log in to unmask]<mailto:[log in to unmask]>
>603-513-5205
>
>
>--_000_D069DC461A9CAsjtweddebradfordacuk_
>Content-Type: text/html; charset="Windows-1252"
>Content-ID: <[log in to unmask]>
>Content-Transfer-Encoding: quoted-printable
>
><html>
><head>
><meta http-equiv=3D"Content-Type" content=3D"text/html;
>charset=3DWindows-1=
>252">
></head>
><body style=3D"word-wrap: break-word; -webkit-nbsp-mode: space;
>-webkit-lin=
>e-break: after-white-space; color: rgb(0, 0, 0); font-size: 14px;
>font-fami=
>ly: Calibri, sans-serif;">
><div>
><div>Sophie,</div>
><div><br>
></div>
><div>I was asked a similar question by a colleague using TBL in another
>dis=
>cipline a couple of weeks ago. I=92d not had this problem before so I had
>t=
>o think about it for a day or two and discussed it with a colleague. Here=
>=92s what we came up with:</div>
><div><br>
></div>
><div>1. Write an impromptu, discipline-related task (as an application
>exer=
>cise) that challenges the teams to solve a similar problem, but in the
>work=
>place i.e. looking forward to a time that they are in practice. This task
>m=
>ight include others tasks as well
> but build in an appropriate problem e.g. a colleague in the work team
>that=
> isn=92t pulling their weight or a client that won=92t engage or talk
>durin=
>g a case review/hearing or a case that demonstrates the need for all team
>m=
>embers to pull their weight in the workplace.
> A 4S case that challenges the teams to come up with a solution might
>creat=
>e some useful class discussion afterwards and provide the team with some
>id=
>eas. Jeff might even come to realise that actually the workplace is all
>abo=
>ut teamwork and reflect a little
> on his behaviour to date? </div>
><div><br>
></div>
><div>2. Consider using the =91Jeff Case=92 you describe below as an
>applica=
>tion exercise when introducing students to TBL for the first time in the
>fu=
>ture. Setting the teams a similar challenge about how they would engage
>wit=
>h and challenge a possible =91Jeff=92 in
> their team will create some really useful class discussion and acts as a
>k=
>ind of preventative, pre-emptive strike in case there are any possible
>Jeff=
>s out there. If someone isn=92t engaging later on in the course, then the
>t=
>eams might be able to draw on this
> discussion and handle this themselves, possibly just with the phrase
>=91co=
>me on, talk to us, don=92t be a Jeff!=92 Deep down, no one really wants
>to =
>think that they are being the =91Jeff' in their group=85.</div>
><div><br>
></div>
><div>Hope this makes sense and good luck with Jeff!</div>
><div><br>
></div>
><div>Perhaps you could share with the Listserv how and if this problem is
>e=
>ventually resolved? </div>
><div><br>
></div>
><div>Best wishes</div>
><div><br>
></div>
><div>Simon</div>
><div><br>
></div>
><div>
><div>
><div>---------------------------------------------------------------------
>-=
>--</div>
><div>Simon Tweddell BPharm MRPharmS FHEA</div>
><div>Senior Lecturer in Pharmacy Practice </div>
><div>Curriculum Development Fellow</div>
><div>Centre for Educational Development</div>
><div>University of Bradford</div>
><div>Bradford </div>
><div>United Kingdom</div>
><div>BD7 1DP</div>
><div>Tel. +44 (0)1274 235241</div>
><div>Email. <a
>href=3D"mailto:[log in to unmask]">s.j.tweddel=
>[log in to unmask]</a></div>
><div>Twitter: @simontweddell</div>
><div>Skype: simon.tweddell</div>
><div><br>
></div>
><div>Accredited Consultant-Trainer in Team-based Learning</div>
></div>
><div><br>
></div>
></div>
></div>
><div><br>
></div>
><span id=3D"OLK_SRC_BODY_SECTION">
><div style=3D"font-family:Calibri; font-size:11pt; text-align:left;
>color:b=
>lack; BORDER-BOTTOM: medium none; BORDER-LEFT: medium none;
>PADDING-BOTTOM:=
> 0in; PADDING-LEFT: 0in; PADDING-RIGHT: 0in; BORDER-TOP: #b5c4df 1pt
>solid;=
> BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
><span style=3D"font-weight:bold">From: </span>"Sparrow, Sophie"
>&=
>lt;<a
>href=3D"mailto:[log in to unmask]">[log in to unmask]
></a>><br>
><span style=3D"font-weight:bold">Reply-To: </span>"Sparrow,
>Sophie&quo=
>t; <<a
>href=3D"mailto:[log in to unmask]">[log in to unmask]
>.EDU</a>><br>
><span style=3D"font-weight:bold">Date: </span>Sun, 19 Oct 2014 19:56:41
>=
>3;0000<br>
><span style=3D"font-weight:bold">To: </span><<a
>href=3D"mailto:TEAMLEARN=
>[log in to unmask]">[log in to unmask]</a>><br>
><span style=3D"font-weight:bold">Subject: </span>Team dynamics problem<br>
></div>
><div><br>
></div>
><div>
><div style=3D"word-wrap: break-word; -webkit-nbsp-mode: space;
>-webkit-line=
>-break: after-white-space; color: rgb(0, 0, 0); font-size: 14px;
>font-famil=
>y: Calibri, sans-serif;">
><div>
><div>Greetings TBL colleagues - </div>
><div><br>
></div>
><div>I could use some advice.</div>
><div><br>
></div>
><div>For the first time in the 8 years I have been using TBL, I have a
>team=
> that is not working well. One of the team members (I=92ll call him
>Jeff-no=
>t his real name) does not talk to, make eye contact with, or engage with
>th=
>e team unless they are working on
> a tRAT. When they are engaged in team applications during class, he does
>n=
>ot turn to face the rest of his teammates, does not contribute and does
>not=
> listen to them. As with all students, he knows that team contributions
>cou=
>nt for 15% of the final grade. </div>
><div><br>
></div>
><div>Context: </div>
><div>This is a first year graduate US law course, and I am working with
>tea=
>ms of 6. </div>
><div><br>
></div>
><div>On this particular team, half the students have come straight from
>und=
>ergrad,and 2 of the others have worked for a while before coming to
>l=
>aw school. Jeff is a bit older than the others, has a PhD in science and
>wa=
>s educated in EU in predominately lecture-based
> settings. In his team he has voiced his dislike of all the assessments
>in =
>this course, and said that he wished it were like some other law school
>cou=
>rses, where the only grade is on the final exam. </div>
><div><br>
></div>
><div>Students in this class have given and received anonymous midterm
>peer =
>feedback (now 2 weeks ago). Several of the members of the team have
>several=
> times come to talk to me about how to engage this student. In the
>feedback=
> he received, Jeff was asked to
> participate more. That has not happened. The students had ideas
>abou=
>t how to try to engage him more, and he has not been responsive. At this
>po=
>int, two of the students are very frustrated as they keep trying to get
>Jef=
>f to work with them, but they are finding
> that they are spending a lot of time trying to get him involved when he
>ap=
>pears to have no interest in doing so. They don=92t want to =93write him
>of=
>f=94 and not engage him during team applications, but they =96 and I =96
>ar=
>e not sure how best to handle this. A couple
> of team graded team applications are coming up over the next month, and
>we=
> have 2 more tRATs to do. </div>
><div><br>
></div>
><div>I am not sure how to respond to this situation, and would love your
>id=
>eas and suggestions. </div>
><div><br>
></div>
><div>Thanks much, </div>
><div><br>
></div>
><div>~ Sophie</div>
><div>
><div><br>
></div>
><div>Sophie M. Sparrow</div>
><div>Professor of Law</div>
><div>University of New Hampshire School of Law</div>
><div><a
>href=3D"mailto:[log in to unmask]">[log in to unmask]
>du</a></div>
><div>603-513-5205</div>
><div><br>
></div>
></div>
></div>
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>
>--_000_D069DC461A9CAsjtweddebradfordacuk_--
>
>------------------------------
>
>Date: Sun, 19 Oct 2014 16:21:31 -0500
>From: Elanor Withnall <[log in to unmask]>
>Subject: Re: Team dynamics problem
>
>Is it too simple to ask Jeff if there is a reason he is not participating?
>Elanor
>
>Simon Tweddell wrote:
>> Sophie,
>>
>> I was asked a similar question by a colleague using TBL in another
>> discipline a couple of weeks ago. Išd not had this problem before so I
>> had to think about it for a day or two and discussed it with a
>> colleague. Herešs what we came up with:
>>
>> 1. Write an impromptu, discipline-related task (as an application
>> exercise) that challenges the teams to solve a similar problem, but in
>> the workplace i.e. looking forward to a time that they are in practice.
>> This task might include others tasks as well but build in an appropriate
>> problem e.g. a colleague in the work team that isnšt pulling their
>> weight or a client that wonšt engage or talk during a case
>> review/hearing or a case that demonstrates the need for all team members
>> to pull their weight in the workplace. A 4S case that challenges the
>> teams to come up with a solution might create some useful class
>> discussion afterwards and provide the team with some ideas. Jeff might
>> even come to realise that actually the workplace is all about teamwork
>> and reflect a little on his behaviour to date?
>>
>> 2. Consider using the Jeff Caseš you describe below as an application
>> exercise when introducing students to TBL for the first time in the
>> future. Setting the teams a similar challenge about how they would
>> engage with and challenge a possible Jeffš in their team will create
>> some really useful class discussion and acts as a kind of preventative,
>> pre-emptive strike in case there are any possible Jeffs out there. If
>> someone isnšt engaging later on in the course, then the teams might be
>> able to draw on this discussion and handle this themselves, possibly
>> just with the phrase come on, talk to us, donšt be a Jeff!š Deep down,
>> no one really wants to think that they are being the Jeff' in their
>>group.
>>
>> Hope this makes sense and good luck with Jeff!
>>
>> Perhaps you could share with the Listserv how and if this problem is
>> eventually resolved?
>>
>> Best wishes
>>
>> Simon
>>
>> ------------------------------------------------------------------------
>> Simon Tweddell BPharm MRPharmS FHEA
>> Senior Lecturer in Pharmacy Practice
>> Curriculum Development Fellow
>> Centre for Educational Development
>> University of Bradford
>> Bradford
>> United Kingdom
>> BD7 1DP
>> Tel. +44 (0)1274 235241
>> Email. [log in to unmask] <mailto:[log in to unmask]>
>> Twitter: @simontweddell
>> Skype: simon.tweddell
>>
>> Accredited Consultant-Trainer in Team-based Learning
>>
>>
>> From: "Sparrow, Sophie" <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Reply-To: "Sparrow, Sophie" <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Date: Sun, 19 Oct 2014 19:56:41 +0000
>> To: <[log in to unmask]
>> <mailto:[log in to unmask]>>
>> Subject: Team dynamics problem
>>
>> Greetings TBL colleagues -
>>
>> I could use some advice.
>>
>> For the first time in the 8 years I have been using TBL, I have a team
>> that is not working well. One of the team members (Išll call him
>> Jeff-not his real name) does not talk to, make eye contact with, or
>> engage with the team unless they are working on a tRAT. When they are
>> engaged in team applications during class, he does not turn to face the
>> rest of his teammates, does not contribute and does not listen to them.
>> As with all students, he knows that team contributions count for 15% of
>> the final grade.
>>
>> Context:
>> This is a first year graduate US law course, and I am working with teams
>> of 6.
>>
>> On this particular team, half the students have come straight from
>> undergrad,and 2 of the others have worked for a while before coming to
>> law school. Jeff is a bit older than the others, has a PhD in science
>> and was educated in EU in predominately lecture-based settings. In his
>> team he has voiced his dislike of all the assessments in this course,
>> and said that he wished it were like some other law school courses,
>> where the only grade is on the final exam.
>>
>> Students in this class have given and received anonymous midterm peer
>> feedback (now 2 weeks ago). Several of the members of the team have
>> several times come to talk to me about how to engage this student. In
>> the feedback he received, Jeff was asked to participate more. That has
>> not happened. The students had ideas about how to try to engage him
>> more, and he has not been responsive. At this point, two of the students
>> are very frustrated as they keep trying to get Jeff to work with them,
>> but they are finding that they are spending a lot of time trying to get
>> him involved when he appears to have no interest in doing so. They donšt
>> want to łwrite him off˛ and not engage him during team applications, but
>> they and I are not sure how best to handle this. A couple of team
>> graded team applications are coming up over the next month, and we have
>> 2 more tRATs to do.
>>
>> I am not sure how to respond to this situation, and would love your
>> ideas and suggestions.
>>
>> Thanks much,
>>
>> ~ Sophie
>>
>> Sophie M. Sparrow
>> Professor of Law
>> University of New Hampshire School of Law
>> [log in to unmask] <mailto:[log in to unmask]>
>> 603-513-5205
>>
>
>--
>Elanor Withnall, BVSc, MACVSc
>Associate Professor of Anesthesiology
>St. Matthews University
>P.O.Box 30902
>Grand Cayman, KY1-1204
>Cayman Islands
>British West Indies
>+1 345 745 3199
>+1 345 745 3130 (fax)
>
>------------------------------
>
>Date: Mon, 20 Oct 2014 10:32:27 +1030
>From: Yiannis Fragos <[log in to unmask]>
>Subject: Interview questions for team members
>
>--Apple-Mail-FAA206EA-BD39-4395-9152-5FE04427A286
>Content-Type: text/plain; charset="us-ascii"
>Content-Transfer-Encoding: quoted-printable
>
>
>Team members within a successful team (a team that learns) each have
>individ=
>ual perceptions of what team learning means.=20
>
>I am preparing to interview 4 members of a successful community of
>practice w=
>ho I have never met, about what team learning is, looks like, feels like,
>so=
>unds like. Does anyone have any suggestions for questions that could
>generat=
>e responses, particularly stories?
>Regards
>
>Yianni=20
>
>Email: [log in to unmask]
>
>Privileged or confidential information may be contained in this message.
>If y=
>ou are not the addressee indicated in this message (or responsible for
>the d=
>elivery of the message to such a person) you must not copy, deliver, use,
>or=
> disclose this message to anyone. In such case, please destroy this
>message a=
>nd kindly notify the sender by reply email.=
>
>--Apple-Mail-FAA206EA-BD39-4395-9152-5FE04427A286
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>--Apple-Mail-FAA206EA-BD39-4395-9152-5FE04427A286--
>
>------------------------------
>
>End of TEAMLEARNING-L Digest - 17 Oct 2014 to 19 Oct 2014 (#2014-136)
>*********************************************************************
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