My thought is to intervene before annoyance turns to anger. You could tell
students you were thinking about moving the mid-term peer evaluation up a
few days and ask for their input. Alternatively, you could pull the
talkative student aside and talk to him/her about his/her group behavior
and give him/her a chance to reform before the peer evaluation.
Dr. Ann Bainbridge Frymier
Chair of Institutional Review Board
Professor
Strategic Communication
Miami University
140 Williams Hall
(513) 529-7473
On Tue, Jan 22, 2019 at 3:00 AM TEAMLEARNING-L automatic digest system <
[log in to unmask]> wrote:
> There are 9 messages totaling 2644 lines in this issue.
>
> Topics of the day:
>
> 1. Whether to intervene when a student dominates the team discussion (9)
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ----------------------------------------------------------------------
>
> Date: Mon, 21 Jan 2019 11:49:08 -0800
> From: Mark Stevens <[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
> http://www.scarp.ubc.ca/people/mark-stevens
> 604-822-0657
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 19:56:20 +0000
> From: "Sibley, James Edward" <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Hi
>
> I always like using a version of Haida talking stick
>
> Basically each student get a fixed period of time - probably in this case
> 1 minute - the first student gets to share their thought uninterrupted (no
> cross-talk) - then move to next student - next student - etc
>
> Until everyone has had an uninterrupted share - then the group
> conversation begins with cross-talk allowed
>
> jim
>
>
>
> Jim Sibley
>
> Director
>
> http://cis.apsc.ubc.ca/
> Faculty of Applied Science
> University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
>
>
> CEME 1214-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask]
> <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
>
>
> Check out my book Getting Started with Team–Based Learning <
> http://www.learntbl.ca/>
> Check out my TBL website at www.learntbl.ca <http://www.learntbl.ca/>
>
>
> © Copyright 2018, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the message.
>
>
> On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <
> [log in to unmask] on behalf of [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
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found
> on the UBC IT website.
>
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 19:59:29 +0000
> From: "Winter, Liz" <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> 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
>
> NOTICE: The information transmitted is intended only for the person or
> entity to which it is addressed and may contain confidential and/or
> privileged material. Any review, retransmission, dissemination or other
> use of, or taking of any action in reliance upon, this information by
> person or entities other than the intended recipient is prohibited. If you
> received this in error, please contact the sender and delete the material
> from any computer.
>
>
> -----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
>
> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.scarp.ubc.ca%2Fpeople%2Fmark-stevens&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Xh5u%2BNx%2BibReaRZ2k4DLqNI1qjF6pcRpn4WTiUD6nFk%3D&reserved=0
> 604-822-0657
> <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.scarp.ubc.ca%2Fpeople%2Fmark-stevens&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Xh5u%2BNx%2BibReaRZ2k4DLqNI1qjF6pcRpn4WTiUD6nFk%3D&reserved=0604-822-0657>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
>
> https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.ubc.ca%2Fscripts%2Fwa.exe%3FSUBED1%3DTEAMLEARNING-L%26A%3D1&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Y0U7VN0WGPGveOHVBC2FApRAqYSruGFVNpIgNUpPISc%3D&reserved=0
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 20:01:48 +0000
> From: Molly Espey <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> I have felt compelled to address this sort of problem just once. I asked
> the student to meet with me outside of the class time and was straight
> forward about it. I explained that some people need some quiet time to
> think through problems or questions before jumping into it with the team.
> I suggested she try to let someone else start the discussion, making it
> clear her contributions are valuable but that others are clearly hesitant
> to talk but likely also have useful contributions to make. This was about
> 10 years ago, so I don’t remember all the details, but it made an immediate
> and positive difference in how the team functioned. I recall following up
> with her to make sure she was okay with it and she acknowledged how it
> changed everyone’s interactions.
>
> Molly Espey, Professor
> John E. Walker Dept. of Economics
> 247 Sirrine
> Clemson University
> Clemson, SC 29634
> (864) 656-6401
>
>
> On 1/21/19, 2:49 PM, "Team-Based Learning on behalf of Mark Stevens" <
> [log in to unmask] on behalf of [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
>
> https://urldefense.proofpoint.com/v2/url?u=http-3A__www.scarp.ubc.ca_people_mark-2Dstevens&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=LhSfMobsZJIcgMu_lezs0PW9PgwuuUJhziotDcKkBzs&e=
> 604-822-0657
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
>
> https://urldefense.proofpoint.com/v2/url?u=https-3A__lists.ubc.ca_scripts_wa.exe-3FSUBED1-3DTEAMLEARNING-2DL-26A-3D1&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=N3Kwg-x02jByw8OlXMgW9oQMPwBz1u-o6jI1sIbJFnQ&e=
>
> Further information about the UBC Mailing Lists service can be found
> on the UBC IT website.
>
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 20:08:37 +0000
> From: "Serva, Mark A." <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Mark--
>
> Dominating students is a problem. I have attached one exercise that I have
> used at the start of the semester to mitigate this (as well as other) team
> problems. The attachment contains 6-7 vignettes that represent common
> problems that teams face. I hand out the problem, one per team, and give
> the team only 2 minutes to "solve the problem". All six teams write as
> much as they can in that two minutes (note that each have a different
> vignette). When two minutes are up, each team folds the paper to cover the
> comments and passes it to the next team. The new team is not allowed to
> read what the previous team(s) wrote. The exercise continues for another
> 2-3 passes. On the last pass, the final team gets to read the previous
> comments, as well as report back to the class on their final
> recommendations. Feel free to edit the comments as you see fit, to meet the
> problems that you commonly see.
>
> Why does this work? I think teams go through some cognitive dissonance:
> teams are less likely to exhibit the dysfunctional behaviors, since they
> have discussed why they are dysfunctional, as well as how to handle them.
> The short timeframe makes them focused on solving the problem, so they
> don’t have time to self-examine their own behaviors. Also, the exercise
> give teams a safe language for dealing with these behaviors, if they do
> manifest themselves. If "Gary" is the talkative student in one of the
> problems, for example, and one of the members overshares, one team member
> can say, "OK, 'Gary', let's let someone else talk."
>
> Another suggestion: At the start of class, have the team assign each
> member a number (1-7). At the start of an exercise, tell the team that #3
> is expected to report back, so be sure to brief him/her. Rotate the numbers
> during the session. If your students are advanced enough, don’t tell them
> until just before the report back: then all members will need to be ready,
> since none will know who will be reporting.
>
> Finally, I might suggest dividing the group into two teams. Seven is
> pushing the size a bit, and large teams encourage more passive students to
> hide. Two smaller teams might up the participation a bit.
>
>
> Mark A. Serva, Ph.D. | Associate Professor of MIS
> Advisor for Management Information Systems Programs
> 012 Purnell Hall | Newark, DE 19716-2715 <x-apple-data-detectors://4/0>
> Office: 302-831-1795 <tel:302-831-1795> | Mobile: 302-562-4308
> <tel:302-562-4308> | Email: [log in to unmask]
>
>
> On 1/21/19, 2:49 PM, "Team-Based Learning on behalf of Mark Stevens" <
> [log in to unmask] on behalf of [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
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found
> on the UBC IT website.
>
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 20:20:45 +0000
> From: Tine Reimers <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Hi,
> I like Jim's solution best because it requires everyone to have a turn
> without there being a "rule" imposed that sounds like it's aimed at anyone
> in particular.
>
> However, I have in the past used a brief self-reflective questionnaire
> (see below) to get students to think for themselves about whether they are
> contributing fairly. After they have time to answer for themselves, I give
> teams 15 minutes to discuss with their team. I leave the room during that
> time, and when I get back, we get back to the business of the class.
> Because the students have to think about their own performance, not just
> that of others', they don't play the blame game. Also, it keeps me out of
> negotiating between team members: the entire responsibility is theirs.
>
> Group Dynamics Questionnaire
>
> You’ve now had 2 RATS, a team preparation for an individual test and team
> applications. It is time to take a look at your teamwork and make sure it
> is working well.
>
> Please take a few minutes to answer the following questions in writing for
> yourself.
>
> When you have finished answering all the questions, you will discuss your
> answers with your team. It is important to be honest and constructive
> during this exercise—team members who are not fulfilling their duties need
> to know it, but in such a way that the team functions better. Be careful
> in how you give your feedback!
>
> 1. When you are working in your team:
> a. Does everyone come to class prepared? Do you?
> b. Does everyone participate? Do you?
> c. Is everyone listened to? Are you?
> d. Does someone dominate the others? Do you?
> e. Is there someone whose ideas do not get heard? Are yours?
>
> 2. Take a look at your team rules—is everyone in your group following
> them? Are you?
>
> 3. What strategies can you think of to improve your team’s work?
>
> 4. What strategies can you use to improve your own teamwork?
>
> Tine
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Sibley, James Edward
> Sent: Monday, January 21, 2019 11:56 AM
> To: [log in to unmask]
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Hi
>
> I always like using a version of Haida talking stick
>
> Basically each student get a fixed period of time - probably in this case
> 1 minute - the first student gets to share their thought uninterrupted (no
> cross-talk) - then move to next student - next student - etc
>
> Until everyone has had an uninterrupted share - then the group
> conversation begins with cross-talk allowed
>
> jim
>
>
>
> Jim Sibley
>
> Director
>
> http://cis.apsc.ubc.ca/
> Faculty of Applied Science
> University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
>
>
> CEME 1214-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask]
> <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
>
>
> Check out my book Getting Started with Team–Based Learning <
> http://www.learntbl.ca/> Check out my TBL website at www.learntbl.ca <
> http://www.learntbl.ca/>
>
>
> © Copyright 2018, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the message.
>
>
> On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <
> [log in to unmask] on behalf of [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
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found
> on the UBC IT website.
>
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 20:55:00 +0000
> From: Ruth Boeker <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Hi All,
>
> Here's a task that I like my teams to solve early during the semester to
> develop good strategies for team discussions:
>
> Assume you prefer to talk through ideas to arrive at a conclusion.
> Another member of your team finds this distracting and prefers to think
> quietly for a time before offering a suggestion. What is the best
> strategy to ensure an effective decision making approach for everyone in
> your group?
>
> 1. Ask every student for their opinion before you reach a final team
> decision.
> 2. Let the vocal students talk and don’t wait for quiet students to
> join the discussion.
> 3. Before you start the team discussion, ask if everyone is ready to
> participate.
> 4. Take turns when opening discussions so that different students speak
> first.
> 5. Some other strategy – please specify.
>
>
> Ruth
>
> On 21/01/2019 8:20 PM, Tine Reimers wrote:
> > Hi,
> > I like Jim's solution best because it requires everyone to have a turn
> without there being a "rule" imposed that sounds like it's aimed at anyone
> in particular.
> >
> > However, I have in the past used a brief self-reflective questionnaire
> (see below) to get students to think for themselves about whether they are
> contributing fairly. After they have time to answer for themselves, I give
> teams 15 minutes to discuss with their team. I leave the room during that
> time, and when I get back, we get back to the business of the class.
> Because the students have to think about their own performance, not just
> that of others', they don't play the blame game. Also, it keeps me out of
> negotiating between team members: the entire responsibility is theirs.
> >
> > Group Dynamics Questionnaire
> >
> > You’ve now had 2 RATS, a team preparation for an individual test and
> team applications. It is time to take a look at your teamwork and make
> sure it is working well.
> >
> > Please take a few minutes to answer the following questions in writing
> for yourself.
> >
> > When you have finished answering all the questions, you will discuss
> your answers with your team. It is important to be honest and constructive
> during this exercise—team members who are not fulfilling their duties need
> to know it, but in such a way that the team functions better. Be careful
> in how you give your feedback!
> >
> > 1. When you are working in your team:
> > a. Does everyone come to class prepared? Do you?
> > b. Does everyone participate? Do you?
> > c. Is everyone listened to? Are you?
> > d. Does someone dominate the others? Do you?
> > e. Is there someone whose ideas do not get heard? Are yours?
> >
> > 2. Take a look at your team rules—is everyone in your group following
> them? Are you?
> >
> > 3. What strategies can you think of to improve your team’s work?
> >
> > 4. What strategies can you use to improve your own teamwork?
> >
> > Tine
> >
> > -----Original Message-----
> > From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Sibley, James Edward
> > Sent: Monday, January 21, 2019 11:56 AM
> > To: [log in to unmask]
> > Subject: Re: Whether to intervene when a student dominates the team
> discussion
> >
> > Hi
> >
> > I always like using a version of Haida talking stick
> >
> > Basically each student get a fixed period of time - probably in this
> case 1 minute - the first student gets to share their thought uninterrupted
> (no cross-talk) - then move to next student - next student - etc
> >
> > Until everyone has had an uninterrupted share - then the group
> conversation begins with cross-talk allowed
> >
> > jim
> >
> >
> >
> > Jim Sibley
> >
> > Director
> >
> > http://cis.apsc.ubc.ca/
> > Faculty of Applied Science
> > University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
> >
> >
> > CEME 1214-6250 Applied Science Lane
> > Vancouver, BC Canada
> > V6T 1Z4
> > Phone 604.822.9241
> > Email: [log in to unmask]
> <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
> >
> >
> > Check out my book Getting Started with Team–Based Learning <
> http://www.learntbl.ca/> Check out my TBL website at www.learntbl.ca <
> http://www.learntbl.ca/>
> >
> >
> > © Copyright 2018, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the message.
> >
> >
> > On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark
> Stevens" <[log in to unmask] on behalf of [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
> >
> >
> ########################################################################
> >
> > To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
> > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
> >
> > Further information about the UBC Mailing Lists service can be
> found on the UBC IT website.
> >
> >
> >
> > ########################################################################
> >
> > To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
> >
> > Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
> >
> > ########################################################################
> >
> > To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
> >
> > Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> --
> Ruth Boeker
> Assistant Professor
> School of Philosophy
> University College Dublin
>
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 21:23:05 +0000
> From: Trish 1dyck <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> This has been a very valuable thread with great suggestions.
> Thank you! I love the vignettes, the self-reflective questions from Tine,
> and the talking stick from Jim.
>
> All good ideas we can incorporate here at Royal Roads University.
> Trish
>
> Trish Dyck, MA, PIDP
> Manager Student Team Performance| Royal Roads University
> T 250.391.2600 ext. 4463 | TF: 1.800.788.8028| F 250.391.2670 Office:
> Library 116
> LinkedIn<ca.linkedin.com/in/sarahchet/> | Facebook<
> http://www.facebook.com/RRUStudentServices> | Twitter<
> https://twitter.com/#!/rrulife>
> 2005 Sooke Road, Victoria, BC Canada V9B 5Y2 | royalroads.ca<
> http://royalroads.ca/>
>
> LIFE.CHANGING
> Traditional lands of the Xwsepsum (Esquimalt) and Lkwungen (Songhees)
> families.
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Ruth Boeker
> Sent: Monday, January 21, 2019 12:55 PM
> To: [log in to unmask]
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
>
> Hi All,
>
> Here's a task that I like my teams to solve early during the semester to
> develop good strategies for team discussions:
> Assume you prefer to talk through ideas to arrive at a conclusion. Another
> member of your team finds this distracting and prefers to think quietly for
> a time before offering a suggestion. What is the best strategy to ensure an
> effective decision making approach for everyone in your group?
>
> 1. Ask every student for their opinion before you reach a final team
> decision.
> 2. Let the vocal students talk and don’t wait for quiet students to
> join the discussion.
> 3. Before you start the team discussion, ask if everyone is ready to
> participate.
> 4. Take turns when opening discussions so that different students speak
> first.
> 5. Some other strategy – please specify.
>
> Ruth
>
> On 21/01/2019 8:20 PM, Tine Reimers wrote:
>
> Hi,
>
> I like Jim's solution best because it requires everyone to have a turn
> without there being a "rule" imposed that sounds like it's aimed at anyone
> in particular.
>
>
>
> However, I have in the past used a brief self-reflective questionnaire
> (see below) to get students to think for themselves about whether they are
> contributing fairly. After they have time to answer for themselves, I give
> teams 15 minutes to discuss with their team. I leave the room during that
> time, and when I get back, we get back to the business of the class.
> Because the students have to think about their own performance, not just
> that of others', they don't play the blame game. Also, it keeps me out of
> negotiating between team members: the entire responsibility is theirs.
>
>
>
> Group Dynamics Questionnaire
>
>
>
> You’ve now had 2 RATS, a team preparation for an individual test and team
> applications. It is time to take a look at your teamwork and make sure it
> is working well.
>
>
>
> Please take a few minutes to answer the following questions in writing for
> yourself.
>
>
>
> When you have finished answering all the questions, you will discuss your
> answers with your team. It is important to be honest and constructive
> during this exercise—team members who are not fulfilling their duties need
> to know it, but in such a way that the team functions better. Be careful
> in how you give your feedback!
>
>
>
> 1. When you are working in your team:
>
> a. Does everyone come to class prepared? Do you?
>
> b. Does everyone participate? Do you?
>
> c. Is everyone listened to? Are you?
>
> d. Does someone dominate the others? Do you?
>
> e. Is there someone whose ideas do not get heard? Are yours?
>
>
>
> 2. Take a look at your team rules—is everyone in your group
> following them? Are you?
>
>
>
> 3. What strategies can you think of to improve your team’s work?
>
>
>
> 4. What strategies can you use to improve your own teamwork?
>
>
>
> Tine
>
>
>
> -----Original Message-----
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Sibley, James Edward
>
> Sent: Monday, January 21, 2019 11:56 AM
>
> To: [log in to unmask]<mailto:[log in to unmask]
> >
>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
>
>
> Hi
>
>
>
> I always like using a version of Haida talking stick
>
>
>
> Basically each student get a fixed period of time - probably in this case
> 1 minute - the first student gets to share their thought uninterrupted (no
> cross-talk) - then move to next student - next student - etc
>
>
>
> Until everyone has had an uninterrupted share - then the group
> conversation begins with cross-talk allowed
>
>
>
> jim
>
>
>
>
>
>
>
> Jim Sibley
>
>
>
> Director
>
>
>
> http://cis.apsc.ubc.ca/
>
> Faculty of Applied Science
>
> University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
>
>
>
>
>
> CEME 1214-6250 Applied Science Lane
>
> Vancouver, BC Canada
>
> V6T 1Z4
>
> Phone 604.822.9241
>
> Email: [log in to unmask]<mailto:[log in to unmask]>
> <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
>
>
>
>
>
> Check out my book Getting Started with Team–Based Learning <
> http://www.learntbl.ca/><http://www.learntbl.ca/> Check out my TBL
> website at www.learntbl.ca<http://www.learntbl.ca> <
> http://www.learntbl.ca/><http://www.learntbl.ca/>
>
>
>
>
>
> © Copyright 2018, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the message.
>
>
>
>
>
> On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <
> [log in to unmask] on behalf of [log in to unmask]><mailto:
> [log in to unmask]@UBC.CA> 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
>
>
>
>
> ########################################################################
>
>
>
> To unsubscribe from the TEAMLEARNING-L list, please click the
> following link:
>
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
>
>
> Further information about the UBC Mailing Lists service can be found
> on the UBC IT website.
>
>
>
>
>
>
>
> ########################################################################
>
>
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
>
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
>
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
>
>
> ########################################################################
>
>
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
>
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
>
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> --
>
> Ruth Boeker
>
> Assistant Professor
>
> School of Philosophy
>
> University College Dublin
>
> ________________________________
>
> To unsubscribe from the TEAMLEARNING-L list, please click here.<
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1>
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing List
>
> ------------------------------
>
> Date: Mon, 21 Jan 2019 18:27:20 -0600
> From: Karen Peterson <[log in to unmask]>
> Subject: Re: Whether to intervene when a student dominates the team
> discussion
>
> Mark,
> I just want to throw this one thing out there. Does the talkative student
> have accommodations? Could he have Asperger's Syndrome? This
> characteristic is typical of them, and if he does have it, you may need to
> reconsider how you deal with the problem.
>
> Karen
>
>
> ___________________________________________________________________
> Karen Peterson
> Department of English
> Humanities 263
> 251-460-6148
> 251-709-8434 cell
> University of South Alabama
> 5991 USA Drive, North
> Room 240
> Mobile, AL 36688
>
>
>
>
>
> On Mon, Jan 21, 2019 at 1:49 PM Mark Stevens <[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
> >
> > ########################################################################
> >
> > To unsubscribe from the TEAMLEARNING-L list, please click the following
> > link:
> > https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
> >
> > Further information about the UBC Mailing Lists service can be found on
> > the UBC IT website.
> >
>
> ########################################################################
>
> To unsubscribe from the TEAMLEARNING-L list, please click the following
> link:
> https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
>
> Further information about the UBC Mailing Lists service can be found on
> the UBC IT website.
>
> ------------------------------
>
> End of TEAMLEARNING-L Digest - 16 Jan 2019 to 21 Jan 2019 (#2019-9)
> *******************************************************************
>
########################################################################
To unsubscribe from the TEAMLEARNING-L list, please click the following link:
https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1
Further information about the UBC Mailing Lists service can be found on the UBC IT website.
|
