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Team-Based Learning <[log in to unmask]>
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Mon, 21 Jan 2019 19:59:29 +0000
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"Winter, Liz" <[log in to unmask]>
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Hi Mark,

A few thoughts...

Have you considered an informal team check in to discuss what is going well and what could change for the better?

Also, I wonder whether your discipline formally acknowledges/values team functioning (within/across disciplines and other stakeholders)?  If so, I wonder how seeding the discussion with questions about how their team process is an opportunity to parallel the functioning of their professional/vocational world and the value of surfacing voices less heard.  

The instrument you are using in a few weeks as a formative assessment could also ground a discussion in class, if your learners have not seen it yet.

Liz





Liz Winter, Ph.D., LSW

Child Welfare Resource Center

School of Social Work

University of Pittsburgh

717-601-6896



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-----Original Message-----

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Mark Stevens

Sent: Monday, January 21, 2019 2:49 PM

To: [log in to unmask]

Subject: Whether to intervene when a student dominates the team discussion



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

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