At UIC, we do it ‘old school.’ I’ve attached the form that the team uses to evaluate how they function as a team. The other instrument is done online through our home-grown tool called Benware and this is just the document showing the questions asked.
Max
From: Team-Based Learning <[log in to unmask]> on behalf of "Gullo, Charles A." <[log in to unmask]>
Reply-To: "Gullo, Charles A." <[log in to unmask]>
Date: Thursday, February 9, 2017 at 07:53
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: Questions from a novice
In addition to the tools that have been mentioned have you implemented or have you considered the following:
1. Do you incorporate peer review as part of the TBL grade? (there are three portions to the Peer grade)
2. Do you post the average result of both the GRAT and Application(s) on the board for all to see?
3. Do you practice effective facilitation…including calling on individual members within a team to explain their team’s choices?
4. Have you established an expectation in the class that anyone and everyone should be involved in the decision making process such that when it comes to defending their teams answer choices they ALL should be ready to contribute (this is part of the 3rd).
There are other tools you can use to engage the members of a team to its fullest, but it takes time and experience. Tools only go so far…expectations and practices in the classroom go much farther.
Best of luck…we have all faced these kinds of issues before, they are not fatal.
Charles Gullo, PhD
Medical Education
304-691-8828
[USOM]
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jen Wrye
Sent: Wednesday, February 08, 2017 11:33 PM
To: [log in to unmask]
Subject: Questions from a novice
Hi everyone,
I’m a new TBL adopter. So far things feel like they’re going well, but I’m hoping for guidance on a couple matters.
1. PEER FEEDBACK: How can I collect & distribute peer feedback effectively & efficiently? Our LMS is Blackboard, and we don’t seem to have a function that allows students to anonymously give each other feedback on their ‘helping behavior’ (or does it?). Students who hand write feedback could be identified by their teammates. I could collect it via. email, but that seems labour intensive for me. I’ve promised anonymity this time, but might revisit later. Any ideas or insights?
2. AN INEFFECTIVE GROUP: I understand peer feedback might help matters. Baring a shift, one of my groups is not working. One member is super strong. Two are ok. Three are weaker. The strong member does all talking, writing, representing for his group. He tries to ask other members’ opinions, but mostly they choose to add nothing, and he moves things forward. Any suggestions to change this dynamic without becoming overbearing?
Thanks for considering responding to these questions. Looking forward to lots more engagement on the listserv.
Best,
Jen
Jen Wrye, PhD
Instructor, Department of Humanities & Social Sciences
North Island College
2300 Ryan Road
Courtenay, BC V9N 8N6
(250) 334-5030
[log in to unmask]<mailto:[log in to unmask]>
I’m grateful to live in the traditional, unceded territories of the K’ómoks First Nation.
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