Looking over all of your responses brought up another question: When you
use TBL in courses with small #s of students, should you modify your
approach to peer evaluation? If teams only have 3-4 students each, will
students be less likely to provide high quality/critical peer evaluations
because the degree of anonymity is lower (i..e, it's easier for the
receiver to figure out where the feedback came from)? If modifications are
needed, what would you suggest?
Thanks again,
John
On Thu, 13 Aug 2020 at 13:06, John Gotwals <[log in to unmask]> wrote:
> Thanks so much everyone for the tips and guidance. It's really helpful.
> Apart from the innovative approach to teaching/learning, one of the best
> things about TBL is the tremendously supportive community!
>
> Cheers,
> John
>
> On Thu, 13 Aug 2020 at 12:45, Neil Haave <
> [log in to unmask]> wrote:
>
>> Hi Bill,
>>
>> What a great approach (to leave while students discuss)! I wonder if this
>> would also be a good approach when there are only two teams?
>>
>> When I was doing TBL over Zoom during the Winter term, I started out by
>> visiting each team's breakout room just to check in while they were
>> discussing. But then when I realized that students could call me in from
>> the main Zoom room if they had a query or clarification, I stopped doing
>> the roaming. I think that worked better - only checking in when called
>> upon. Still not sure... I may try it both ways again this fall. Teaching
>> and learning are so context-dependent that there probably isn't a single
>> approach that is always the best for this aspect of TBL.
>>
>> Cheers,
>>
>> Neil
>>
>>
>> *Neil Haave, PhD*Professor, Biology
>> <https://www.augustana.ualberta.ca/disciplines/biology/>, Augustana
>> Faculty, Camrose, AB
>> Chair, Standing Committee for Publications, STLHE <https://www.stlhe.ca/>
>> Teaching Professor Conference Advisory Board member
>> <https://www.magnapubs.com/teaching-professor-conference/advisory-board.html>
>> <https://www.magnapubs.com/teaching-professor-conference/>
>> email <[log in to unmask]> | website
>> <https://www.ualberta.ca/augustana/about-us/academic-staff/neil-haave> |
>> blog <http://activelylearning2teach.blogspot.ca/> | Twitter
>> <https://twitter.com/nhaave> | LinkedIn
>> <https://ca.linkedin.com/in/neilhaave>
>>
>> "Education should not be intended to make people comfortable; it is
>> intended to make them think."
>> Hanna Holborn Gray, President, University of Chicago, 1978-1993
>>
>>
>>
>> On Thu, 13 Aug 2020 at 09:34, Bill Roberson <
>> [log in to unmask]> wrote:
>>
>>> Hi, All,
>>>
>>> I’ll add one more comment on TBL in small classes. I once had a class of
>>> 5 students, and decided to see if the process would work with a single
>>> team. I ran the one-team experiment just as I would a large class with a
>>> couple of small modifications.
>>>
>>>
>>>
>>> The problem with a small class is how to make the instructor invisible
>>> during team discussions. In a large class this is easy as the teams are
>>> busy with their problem-solving. In a small class it’s much harder to fade
>>> into the background. So, during the tRAT I would leave the room, then after
>>> a few minutes, come back and sit down with the team and ask them how they
>>> did. Then we’d discuss the questions they struggled with. I’d ask them to
>>> consider appeals, and would leave the room again for a few minutes to let
>>> them confer.
>>>
>>>
>>>
>>> During the 4-S application activities, same thing. I would go out of the
>>> room and give them time to reach a decision. When I came back in I’d sit
>>> down with them and ask them what they decided, and ask them to explain. I
>>> simply became a member of the discussion. In this way I could probe the
>>> topic with all team members, so the conversation was rich and inclusive.
>>> The fact that they had debated amongst themselves made it possible for all
>>> 5 of them to participate in this give and take with me.
>>>
>>>
>>>
>>> I was fortunate enough to have an office close to where the class was
>>> being taught. This allowed me to disappear, yet still overhear the murmur
>>> of conversation, so I could time the return if they finished the task
>>> earlier than anticipated.
>>>
>>>
>>>
>>> Bill
>>>
>>>
>>>
>>> Bill Roberson, PhD
>>>
>>> Curriculum, Teaching and Learning Specialist | Centre for Innovation and
>>> Excellence in Learning
>>>
>>> Vancouver Island University | 900 Fifth Street, Nanaimo, BC V9R 5S5
>>>
>>>
>>>
>>> 250.753.3245 (2295) | [log in to unmask] | B305 - R511-C
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
>>> Behalf Of *Graciela Elizalde-Utnick
>>> *Sent:* Wednesday, August 12, 2020 5:30 PM
>>> *To:* [log in to unmask]
>>> *Subject:* [External] Re: [TBL_List] TBL in really small classes
>>>
>>>
>>>
>>> This message was sent from outside Vancouver Island University. Please
>>> do not click links or open attachments unless you recognize the source of
>>> this email and know the content is safe.
>>>
>>> Go for it! My classes typically have about 17 graduate students but in
>>> the summer I have had as low as 10 or 11. My preferred team size is 5 with
>>> 4 being the smallest size. So two teams of 5 is perfect in my world. You do
>>> the same that you typically do with the larger classes. You just have two
>>> teams and you should note that it will take less time than you are used to.
>>> But it works beautifully In my classes. I find that with more than 5 it is
>>> easier for students to participate less.
>>>
>>> Best,
>>>
>>> Graciela
>>>
>>>
>>>
>>> Graciela Elizalde-Utnick, Ph.D.
>>>
>>> Bilingual Specialization Coordinator, School Counseling & School
>>> Psychology
>>>
>>> Department of School Psychology, Counseling, & Leadership
>>>
>>> 1107 James Hall
>>>
>>> School of Education
>>>
>>> Brooklyn College – CUNY
>>>
>>> 2900 Bedford Avenue
>>>
>>> Brooklyn, NY 11210
>>>
>>> 718.951.5876
>>>
>>>
>>>
>>> Sent from my iPhone
>>>
>>>
>>>
>>> On Aug 12, 2020, at 3:32 PM, John Gotwals <
>>> [log in to unmask]> wrote:
>>>
>>>
>>>
>>> CAUTION: This email is from outside BC, so examine it closely before
>>> opening attachments or clicking on links
>>>
>>>
>>>
>>> Hi everyone,
>>>
>>>
>>>
>>> I just found out that my fall term course that usually has ~25 students,
>>> may only have ~10. Does anyone know of a resource that presents best
>>> practices for using TBL in really small courses? Or has anyone used TBL in
>>> really small courses? If so, I'd love to pick your brain for tips...
>>>
>>>
>>>
>>> Cheers,
>>>
>>> John
>>>
>>>
>>>
>>> --
>>>
>>> *********************************
>>> *Note: Due to the pandemic, I am currently working from home and having
>>> to balance doing so with my partner’s work and parenting. This may lead to
>>> delays in my response to email. *
>>>
>>>
>>>
>>> John K. Gotwals, Ph.D.
>>> <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca%2fusers%2fG%2fjgotwals%2fnode%2f17457&c=E,1,P6Cl6otFrZ6n-RNeP_Aubf6KH5c3-pob2WXR1DtwQF0jXU9W4Z4NfsfJVJCUDdiY1hrzUibzifKGbNzt0PceMzSwVOJuHGiEX3NWXQCH&typo=1>
>>> Associate Professor & Graduate Coordinator
>>>
>>> School of Kinesiology
>>> <https://linkprotect.cudasvc.com/url?a=http%3a%2f%2fkinesiology.lakeheadu.ca%2f&c=E,1,eWqpHEWNl2pKvDJxXr8cy5Uxqa3UgUCuWS8qdbjxPwse_FBapcTh_pW_xYI9lw2KueCCRPvlfvCrmcF3Ty7TizNN2G8xcwOSPbfl-ROl2rC4qPBeq2d9SEo7&typo=1>
>>> Lakehead University
>>> <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca&c=E,1,rBjKJCpapDkzfvF4rtO_aU_g-K3rjDhvQ8nSa-DaLVrclqQs7BxBxeArm1PL0UiwSosHw339IuDP5rjOSpoTyIZb9Z66ReWCK0V1pNBDqd8ZBqorXA,,&typo=1>
>>> 955 Oliver Rd.
>>> Thunder Bay, Ontario P7B 5E1
>>> Canada
>>> phone: 807 346-7952; fax: 807 343-8944
>>>
>>>
>>>
>>> [image: Image removed by sender.]
>>>
>>> *Lakehead University resides on the traditional territory of the Fort
>>> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
>>> collectively known as the Three Fires Confederacy. I am grateful for the
>>> opportunity to base my work out of that territory. *
>>>
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>
>
> --
> *********************************
> *Note: **Due to the pandemic, I am currently working from home and having
> to balance doing so with my partner’s work and parenting. This may lead to
> delays in my response to email. *
>
> John K. Gotwals, Ph.D.
> <https://www.lakeheadu.ca/users/G/jgotwals/node/17457>
> Associate Professor & Graduate Coordinator
> School of Kinesiology <http://kinesiology.lakeheadu.ca/>
> Lakehead University <https://www.lakeheadu.ca>
> 955 Oliver Rd.
> Thunder Bay, Ontario P7B 5E1
> Canada
> phone: 807 346-7952; fax: 807 343-8944
>
>
> *Lakehead University resides on the traditional territory of the Fort
> William First Nation **and the Ojibwe, Odawa, and Pottawatomi nations,
> collectively known as the Three Fires Confederacy**. I am grateful for
> the opportunity to base my work out of that territory. *
>
--
*********************************
*Note: **Due to the pandemic, I am currently working from home and having
to balance doing so with my partner’s work and parenting. This may lead to
delays in my response to email. *
John K. Gotwals, Ph.D.
<https://www.lakeheadu.ca/users/G/jgotwals/node/17457>
Associate Professor & Graduate Coordinator
School of Kinesiology <http://kinesiology.lakeheadu.ca/>
Lakehead University <https://www.lakeheadu.ca>
955 Oliver Rd.
Thunder Bay, Ontario P7B 5E1
Canada
phone: 807 346-7952; fax: 807 343-8944
*Lakehead University resides on the traditional territory of the Fort
William First Nation **and the Ojibwe, Odawa, and Pottawatomi nations,
collectively known as the Three Fires Confederacy**. I am grateful for the
opportunity to base my work out of that territory. *
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