Hi
I think Kevin¡¯s advice is good¡¦IF..you are doing Cooperative learning¡¦.NOT if you are doing Team-Based Learning
When we do TBL there is absolutely no need to define team roles¡¦the listserv had a nice exchange a couple of weeks ago about this¡¦I captured it here
http://learntbl.ca/team-skills/
Also with TBL¡¦ you really don¡¯t want to mess with things that mess with team cohesion
So my advice¡¦.keep same teams long-term and don¡¯t worry about assigning roles (its unnecessary)
Cheers
jim
--
Jim Sibley
Director
Centre for Instructional Support
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia
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Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>
Check out my new book Getting Started with Team-Based Learning available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
Check out TBL at www.learntbl.ca
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From: Josie Fraser <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Josie Fraser <[log in to unmask]<mailto:[log in to unmask]>>
Date: Thursday, November 27, 2014 at 7:11 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Switch teams or keep same teams: same semester
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]<mailto:[log in to unmask]>
On 27/11/2014 14:51, "kevin johnston" <[log in to unmask]<mailto:[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]<mailto:[log in to unmask]>
________________________________________
On 11/27/14, 7:56 AM, "Lane Brunner" <[log in to unmask]<mailto:[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]<mailto:[log in to unmask]>
________________________________________
From: Team-Based Learning [[log in to unmask]<mailto:[log in to unmask]>] on behalf of
Jackson, John Mark [[log in to unmask]<mailto:[log in to unmask]>]
Sent: Wednesday, November 26, 2014 11:48 AM
To: [log in to unmask]<mailto:[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
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