I've had a number of experiences with small classes. If I have 8-14, I'll
go with two teams. I like larger teams because I use some really tough RATs
and applications and teams of 4 (or smaller) tend to struggle. If I only
have one team, simply telling them what typical scores are on the RATs
turns out to be a very powerful incentive to do well. Many of the
applications that are in a gallery walk format and I re-create two or three
answers from previous classes and often one of my own while they are
working on. theirs. Then, I do a simultaneous report and get a really
thoughtful discessuon as they critique the entire set of posters. (Note:
This also works great with 2 or 3 teams when you are concerned about
getting a diverse set of answers.)
*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
*******************************
On Thu, Aug 13, 2020 at 10:35 AM 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
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> Lakehead University
> <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca&c=E,1,rBjKJCpapDkzfvF4rtO_aU_g-K3rjDhvQ8nSa-DaLVrclqQs7BxBxeArm1PL0UiwSosHw339IuDP5rjOSpoTyIZb9Z66ReWCK0V1pNBDqd8ZBqorXA,,&typo=1>
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