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Team-Based Learning <[log in to unmask]>
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Tue, 19 Jun 2012 08:50:48 -0400
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Bill Goffe <[log in to unmask]>
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To: Dean Parmelee <[log in to unmask]>
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So for the ping-pong balls, the instructor has a box of them for each
team?

    - Bill

Dean said:

>    I strongly suggest either old fashioned ping pong balls with student names
>    on them to pick at random, or one of the new APPs like PICKME that you can
>    set up easily for picking a student at random.  I never ask for a
>    volunteer to answer.  Keep every student in the class on their toes and
>    expect any student who gets called to speak for the teams positions. Dean
> 
>    From an iPad
>    On Jun 18, 2012, at 11:23 PM, Peter Balan <[1][log in to unmask]>
>    wrote:
> 
>      Dear Jennifer,
> 
>      The great thing about TBL is that it is inherently designed to involve
>      every student. Here's what I do to reinforce individual participation...
> 
>      I use the information on TBL team folders to create a seating plan for
>      the class, and I require each team to sit in the same location each
>      session. I usually call for volunteers to answer team exercise (or
>      other) questions. Fairly often, though, I call on students by name to
>      respond to questions after teams have discussed an exercise. In this
>      way, each student should be able to give an answer, as the question has
>      been addressed by the team, and I check each student's name on the
>      seating plan as I call on them. In this way I make sure that each
>      student pays attention and contributes at some stage during the
>      sessions. If a student (eg "Jane") "gets stuck", I call on another
>      student ("Jim, would you help Jane out"), and tell "Jane" that I will
>      give her the chance to answer another question later on. Using names
>      personalises this approach and "encourages" them to pay attention for
>      the next time...
> 
>      I explain this approach at the start of each class so that students know
>      what to expect. This does not require me to know every student as an
>      individual; all I need to know is their team and location, and keep
>      simple records on the seating plan. I find that this works well with my
>      entrepreneurship classes (40 to 85 students), but I guess that this
>      could be done in larger classes with more teams.
> 
>      All the best, Peter Balan
> 
>      University of South Australia, Adelaide, Australia
> 
> 
> 
>      From: Team-Based Learning [mailto:[log in to unmask]] On
>      Behalf Of Jennifer Imazeki
>      Sent: Tuesday, 19 June 2012 12:23 PM
>      To: [2][log in to unmask]
>      Subject: encouraging student participation in teams
> 
> 
> 
>      Hi all,
> 
> 
> 
>      I'm wondering if anyone does anything to specifically encourage
>      participation of ALL students during team and all-class discussions? For
>      example, appointing specific students to be the 'scribe' for the team,
>      or the 'reporter'? I ask because although the peer evaluations should
>      (and do) provide some incentive for students to contribute (and I do
>      mid-semester non-binding evaluations so students do get feedback in time
>      to make adjustments), I find that there are always still a handful of
>      students about whom their teammates say things like, "was really quiet",
>      "only spoke up when directly asked", etc., and who never speak up during
>      all-class discussions. On the flip side, most teams seem to appoint one,
>      maybe two, students who routinely do all the writing on the worksheets
>      that get handed in; those also tend to be the students who speak for the
>      team during all-class discussion. That also means that during team
>      discussion time, many teams will discuss the problem but then leave it
>      to that one person to write it all up while the rest of the team just
>      chats, checks their phones, etc. At the beginning of last semester, I
>      tried randomly calling on students during the all-class discussion,
>      hoping that would get them to be prepared to answer for their team (and
>      I repeatedly pointed out that writing out the responses on the team
>      worksheets is good practice for the midterm exam), but I had a lot of
>      students who couldn't do much more than tell me which choice their team
>      picked, without being able to articulate the team reasoning very well,
>      eventually needing to be 'saved' by someone else who volunteered to
>      speak up.
> 
> 
> 
>      I'd be curious what approaches others have used to ensure all students
>      are engaged - or should I just accept that there will always be a few
>      who 'zone out'?
> 
> 
> 
>      thanks,
> 
>      Jennifer
> 
>      ****************************
>      Jennifer Imazeki
>      Department of Economics
>      San Diego State University
>      homepage: [3]https://sites.google.com/a/mail.sdsu.edu/jenniferimazeki/
>      Economics for Teachers blog: [4]http://economicsforteachers.blogspot.com
> 
> References
> 
>    Visible links
>    1. mailto:[log in to unmask]
>    2. mailto:[log in to unmask]
>    3. https://sites.google.com/a/mail.sdsu.edu/jenniferimazeki/
>    4. http://economicsforteachers.blogspot.com/

-- 
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
[log in to unmask]
http://cook.rfe.org

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