Hi Larry, Bernie, Michael, Jim, and Herb,
Thanks so much for all the feedback - wonderful questions and suggestions.
Your suggestions are most helpful, indeed, and I am reassured and inspired.
And yes, Bernie, please send your icebreaker and team-building exercises - they sound awesome.
To answer Larry's questions:
1. We use IF-ATs
2. Teams are between 5-7 students. Students complete a short questionnaire designed to assess their experience with related material (have they worked in a legal environment) as well as learning style preferences. Then we line up and count off - making teams the first day.
3. 4-6 RATs per semester
4. Students negotiate grade weights for different aspects of the course -
general range:
45% individual (50% Final Exam, 50% IRATs)
40% team performance (34% GRATs, 66% Team Assessments -applications)
15% team contributions.
One problem we face which might affect the success of TBL is that we have to grade to a B mean. (A required average or even required curve is true for almost all law schools - very unfortunate and frustrating for teachers and students.) So even if the teams overall do well (they do) individual performance (less with team contributions) usually ends up being the discriminator for final grades. This makes getting a good grade a zero sum game and breeds stress and unhealthy competition.
Several students have pointed out that they think the grading approach motivates students not to fully share with their teammates, because if they help their team, they may end up hurting their own grade.
Sophie
>>> Larry Michaelsen <[log in to unmask]> 1/27/2009 5:49 PM >>>
Dear Sophie,
What you describe is pretty rare. It would help to know:
1) do you use IF-AT answer sheets -- I've never seen this outcome when IF-ATs are used.
2) How large are the teams and what is the membership "mix" of the successful vs. the unsuccessful ones?
3) How many RATs do you give?
4) How much do different aspects of the course "count" (IRATs, GRATs, Applications)?
Larry
--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
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Sophie M. Sparrow
Professor of Law
Franklin Pierce Law Center
2 White Street
Concord, NH 03301
603-513-5205
603.225-9647 FAX
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>>> Sophie Sparrow <[log in to unmask]> 01/27/09 4:23 PM >>>
Hi all,
I have been using TBL in some law school courses starting a year ago. In a few classes, the teams have not gelled. In several of these instances I've seen that some students of color and some ESL students seem to participate less than their teammates, and that their teammates' assessment of them at the end of the semester reflects the impression that those who participate less - speak less, volunteer less - receive lower evaluations from their peers.
Some students have told me that they have felt not listened to by the majority in the team. For example, if the majority of the team are native English speakers who rapidly analyze concepts verbally, they may lack the patience to wait while a non- native English speaker takes the time to formulate and state ideas. Similarly, those whose cultural backgrounds incline them to be more reserved have been assumed by their peers to be disengaged, when in fact, they come from cultures where questioning others is considered disrespectful. I think for other reasons, some students do not feel safe taking risks when they are in the minority.
Suggestions about how to help teams work on these issues?
Thanks very much -
Sophie
Sophie M. Sparrow
Professor of Law
Franklin Pierce Law Center
2 White Street
Concord, NH 03301
603- 513- 5205
603.225- 9647 FAX
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