Hi Kevin,
I¡¯m curious about how you define team roles with the students? We are
allowing the teams to figure out how to work together in their own way as
they work through lots of different tasks in the application
exercises/tRATs and letting the roles ¡®take care of themselves¡¯ - we don¡¯t
explicitly discuss working as a team / theory around team roles or
anything similar.
Would you be willing to say a bit more about how you define team roles,
and how you ask students to change their roles when you switch the teams
around?
I wouldn¡¯t have considered what you describe as a ¡¯standard¡¯ TBL practice,
so I¡¯m very intrigued to hear more about how it works.
We¡¯ve found having the teams together all year across all their courses
leads to really well-functioning teams (for the vast majority of
students), figuring out how they work best together over a whole series of
activities is very useful for them and they bond really well. Consequently
there¡¯s always resistance (a little good-hearted moaning and half-joking
begging to stay with x or y colleague) when we switch teams up for the
following academic year, though our students do ¡°get it¡± and understand
that you have to be able to work with different people during working life
and we¡¯re modelling that with new teams each year.
Josie
¡ª
Dr Josie A Fraser
MPharm Programme Leader / Senior Lecturer in Pharmacology
Bradford School of Pharmacy
Faculty of Life Sciences
University of Bradford
Bradford
West Yorkshire
BD7 1DP
T: (+44)(0)1274 234663
E: [log in to unmask]
On 27/11/2014 14:51, "kevin johnston" <[log in to unmask]>
wrote:
>Dear John,
>
>There are a few benefits to keeping teams intact, but I©öve found team
>effectiveness directly proportional to members knowing and understanding
>team roles, not each other. After some serious time devoted to
>understanding team roles and collaborative rubric building, I switch up
>teams regularly with good success. I also require that whenever possible
>students change team roles as they move from group to group.
>
>I©öm glad to share more with you if you©öd like to contact me off the list.
>
>Warm Regards and Happy Holidays,
>Kevin
>
>
>Kevin M. Johnston
>Adjunct Professor
>Southern Vermont College
>Hunter Division of Humanities
>982 Mansion Dr.
>Bennington, VT 05201
>[log in to unmask]
>
>
>
>________________________________________
>
>
>
>
>
>
>
>On 11/27/14, 7:56 AM, "Lane Brunner" <[log in to unmask]> wrote:
>
>>Hi John,
>>
>>You are facing a challenge that occurs when you use TBL across several
>>courses to the same cohort of students. I can tell you from experience*
>>that you need to keep the same teams. If you have the students try to
>>form three separate teams simultaneously, they will not become effective
>>teams. They will not develop the team "loyalty" that we see with teams
>>from multiple courses. Some students will tend to disengage from one or
>>more of the teams and work well with their "favorite" team.
>>
>>When you keep the teams across all classes, they will bond quite strongly
>>and become a "team" much quicker that the traditional TBL literature
>>reports.
>>
>>Give me a call if you would like to have a more detailed discussion.
>>
>>Lane
>>
>>*This occurred prior to my joining a college of pharmacy that tried the
>>different team for each class approach for one semester. It was a
>>disaster. One contributing factor may have been that everyone was new to
>>TBL. The following semester, the students were kept in the same teams
>>across all classes and they formed effective teams as expected.
>>
>>
>>Lane J. Brunner, Ph.D., R.Ph.
>>Dean and Sam A. Lindsey Professor
>>Ben and Maytee Fisch College of Pharmacy
>>The University of Texas at Tyler
>>3900 University Blvd, ADM 358
>>Tyler, TX 75799
>>Tel: 903.566.7168
>>[log in to unmask]
>>________________________________________
>>From: Team-Based Learning [[log in to unmask]] on behalf of
>>Jackson, John Mark [[log in to unmask]]
>>Sent: Wednesday, November 26, 2014 11:48 AM
>>To: [log in to unmask]
>>Subject: Switch teams or keep same teams: same semester
>>
>>We are facing this (quite welcome) issue for the first time: we have 3
>>courses using TBL next semester for our 2nd year students.
>>
>>We at first thought it would be 2 courses, and my thought was to just
>>keep the same teams for both courses. But a 3rd course will now be doing
>>TBL, so I would like some opinions.
>>
>>All 3 courses will be taught in the same lecture hall, but not all on the
>>same days (but 2 courses will share at least a day a week).
>>
>>Should we have them stay in the same teams for all 3 courses, or have
>>them in unique teams for each course?
>>
>>I can see advantages both ways. I am mainly concerned about the logistics
>>of having them shuffle around the lecture hall and have a hard time
>>keeping up with which seats to go to for which courses. I do like the
>>idea of them really getting to know their group well from team-building
>>aspect, but I also like the idea of them learning to work with a variety
>>of people.
>>
>>Thanks!
>>
>>JMJ
>>
>>---------------------------------
>>
>>John Mark Jackson, OD, MS, FAAO
>>Southern College of Optometry
>>(901) 722-3314
>>@johnmarkjackson
|
