Hi All,
Here's a task that I like my teams to solve early during the semester to
develop good strategies for team discussions:
Assume you prefer to talk through ideas to arrive at a conclusion.
Another member of your team finds this distracting and prefers to think
quietly for a time before offering a suggestion. What is the best
strategy to ensure an effective decision making approach for everyone in
your group?
1. Ask every student for their opinion before you reach a final team
decision.
2. Let the vocal students talk and don’t wait for quiet students to
join the discussion.
3. Before you start the team discussion, ask if everyone is ready to
participate.
4. Take turns when opening discussions so that different students speak
first.
5. Some other strategy – please specify.
Ruth
On 21/01/2019 8:20 PM, Tine Reimers wrote:
> Hi,
> I like Jim's solution best because it requires everyone to have a turn without there being a "rule" imposed that sounds like it's aimed at anyone in particular.
>
> However, I have in the past used a brief self-reflective questionnaire (see below) to get students to think for themselves about whether they are contributing fairly. After they have time to answer for themselves, I give teams 15 minutes to discuss with their team. I leave the room during that time, and when I get back, we get back to the business of the class. Because the students have to think about their own performance, not just that of others', they don't play the blame game. Also, it keeps me out of negotiating between team members: the entire responsibility is theirs.
>
> Group Dynamics Questionnaire
>
> You’ve now had 2 RATS, a team preparation for an individual test and team applications. It is time to take a look at your teamwork and make sure it is working well.
>
> Please take a few minutes to answer the following questions in writing for yourself.
>
> When you have finished answering all the questions, you will discuss your answers with your team. It is important to be honest and constructive during this exercise—team members who are not fulfilling their duties need to know it, but in such a way that the team functions better. Be careful in how you give your feedback!
>
> 1. When you are working in your team:
> a. Does everyone come to class prepared? Do you?
> b. Does everyone participate? Do you?
> c. Is everyone listened to? Are you?
> d. Does someone dominate the others? Do you?
> e. Is there someone whose ideas do not get heard? Are yours?
>
> 2. Take a look at your team rules—is everyone in your group following them? Are you?
>
> 3. What strategies can you think of to improve your team’s work?
>
> 4. What strategies can you use to improve your own teamwork?
>
> Tine
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward
> Sent: Monday, January 21, 2019 11:56 AM
> To: [log in to unmask]
> Subject: Re: Whether to intervene when a student dominates the team discussion
>
> Hi
>
> I always like using a version of Haida talking stick
>
> Basically each student get a fixed period of time - probably in this case 1 minute - the first student gets to share their thought uninterrupted (no cross-talk) - then move to next student - next student - etc
>
> Until everyone has had an uninterrupted share - then the group conversation begins with cross-talk allowed
>
> jim
>
>
>
> Jim Sibley
>
> Director
>
> http://cis.apsc.ubc.ca/
> Faculty of Applied Science
> University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory)
>
>
> CEME 1214-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask] <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx>
>
>
> Check out my book Getting Started with Team–Based Learning <http://www.learntbl.ca/> Check out my TBL website at www.learntbl.ca <http://www.learntbl.ca/>
>
>
> © Copyright 2018, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message.
>
>
> On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <[log in to unmask] on behalf of [log in to unmask]> wrote:
>
> Hi all -
>
> I'm currently teaching a 7-person class with a single team. I am finding
> that one of the students talks almost non-stop during the team
> activities, and that 3-4 of the remaining students say almost nothing
> because the talkative student doesn't give them much of a chance. The
> talkative student is very knowledgeable and is usually saying something
> useful and on the right track, but I am worried that the other students
> will disengage and get frustrated.
>
> I always have my teams complete an ungraded midterm peer evaluation to
> provide constructive feedback to their teammates on their
> behavior/performance, and the midterm comments always include some
> combination of encouraging the talkative students to give quieter
> students more chance to talk, and encouraging the quieter students to
> talk more. As a result, I have found that the students tend to balance
> out the over/under talkativeness issues on their own via the midterm
> peer evaluation comments, if not sooner.
>
> But in this case, my talkative student is SO talkative that I'm not sure
> I should wait another 3-4 classes for the midterm evaluation to start
> the process of balancing the team out and I wonder if I should intervene
> in some way to help out.
>
> What do you all think? Do you think I should intervene (and if so,
> how?), or should I leave it up to the students to find a better balance
> on their own?
>
> Thanks,
> Mark
>
> --
> Mark Stevens, PhD, MCIP
> Associate Professor, School of Community & Regional Planning
> Director, Planning Evaluation Lab
> University of British Columbia
> 433-6333 Memorial Road
> Vancouver, BC V6T 1Z2, Canada
> http://www.scarp.ubc.ca/people/mark-stevens
> 604-822-0657
>
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Assistant Professor
School of Philosophy
University College Dublin
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