MAILING LISTS

Lisa:
Your situation really raises two issues-
1)How to deal with the immediate problem of the one student inhibiting the other student from talking, and

2)How to prevent a problem like this in the future.

I find the immediate problem a little more vexing, because one hates to interfere with team process by talking with either the critical student or the student with hurt feelings. Getting the whole team together to talk about team process is a thought, but again it is outside of normal class processes--unless you institute it now for the whole class- and that is an option. It is not a guarantee. But it might do something.

For the future:
The reason I believe that Larry mentions using the if/at is because the immediate feedback will prompt the team to pull the student with hurt feelings to participate--they will want him to share his knowledge and will not allow him to be quiet. Larry- is that what you are thinking?

I would suggest for future iterations to cut back on graded peer feedback early in the semester and just have formative evaluation--followed by small group time to process the feedback. I find that my students will be very open and even more critical with their feedback (I use the fink method) with the formative feedback but since its not graded it doesn't tend to inhibit group cohesion. 

Ruth

Ruth Levine
Professor of Psychiatry
Department of Psychiatry and Behavioral Sciences
The University of Texas Medical Branch, Galveston

-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Lisa Hager
Sent: Friday, October 23, 2009 10:15 AM
To: [log in to unmask]
Subject: Re: problem with peer review

In response to people's questions--
I am not using the IF-AT answer sheets but I do use Scantrons and grade them 
in class. I am also using activities that follow the 4 Ss. I have 5 teams in 
my class (2 teams of 5 and 3 teams of 6). I developed the teams based on 
Larry's suggestions. I'm using the Team-Based Learning book, plus the 
website, plus materials I originally got from the Case Studies Workshop in 
Buffalo. For the peer review eval I  am using Kole's form. Students set the 
grading scale and Team Maintenance is 15% of the grade. Quantitative scores 
are 60% and Qualitative scores are 40%. The students submit the quantitative 
evals via Excel with no identifying info and they submit the qual evals via 
Word and I compile them all into individual files for each student. I can't 
do much more to control for anonymity. They do the peer evals outside of 
class.

Overall the few points the student is losing won't make much of a dent in 
his grade (or the other students who are also being graded harshly by this 
person) but I'm more concerned about his unwillingness to participate. He is 
one of the strongest students in the class. He loves the TBL and says he is 
learning more in this class than he ever has in other classes. I want him to 
maintain that enthusiasm.

I haven't had them discuss the feedback with each other. That might be a 
good idea.

Lisa
----- Original Message ----- 
From: "Larry Michaelsen" <[log in to unmask]>
To: <[log in to unmask]>; <[log in to unmask]>
Sent: Friday, October 23, 2009 8:19 AM
Subject: Re: problem with peer review


Lisa,
I don't know that I've ever had the problem you describe.  I suspect that 
you may have missed an important practice that has the effect of preventing 
this type of situation.  I would add three other questions to those posed by 
Ruth.
1) Are you using the IF-AT answer sheets for your tRATs?
2) What kinds of team application activities have you had them do (i.e., Do 
they follow the 4 S's?
3) What kind of peer evaluation instrument are you using... specifically 
does it have any sort of "forced-choice" (vs. a rating scale on which peers 
have the option of weighting everyone high--or low)?

Larry


--
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093

[log in to unmask]  <---PLEASE NOTE NEW E-MAIL ADDRESS !!!
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>>> Lisa Hager <[log in to unmask]> 10/22/09 6:49 PM >>>
I am new to using TBL and I have a problem I need some help with. I have one 
team that has an individual who is assigning very low numbers to 4 out of 5 
of the team members he/she is evaluating. One member of the team has not 
participated during the last two classes b/c he was rated as not being open 
to others' ideas and got a qualatitative comment that he is too vocal and 
doesn't give others a chance. This student was also rated as not being 
prepared. I know that the student is prepared and that he is vocal but I 
know that he does work well with the team. The rater has also rated 3 other 
members of the team with low scores. Do I step in and talk to the one 
student? Do I let the students work it out? Do I advise the student in how 
to approach his team about the problem? I initially decided to let it work 
itself out but then the one student came to ask my advice and to tell me his 
is uncomfortable with participating in his group now. They are ready to 
evalute each other for the 3rd time and are half way through the semester. 
Any advice would be greatly appreciated.

Lisa

Lisa D. Hager, Ph.D., Chair
Social Sciences Division
Department of Psychology
Spring Hill College
4000 Dauphin St.
Mobile, AL 36608
(251) 380-3055