I think ALL the points Dee makes highlight possible contributing factors. But let me address the issue of INITIAL resistance. (As many of you know, if you were to give students a choice at the beginning, MOST would opt for individual work over team work.)

Students form initial impressions/attitudes about a course during the first lecture, so I find that 'presencing' initial negative attitudes - getting them out in the open - is very helpful.

I use 3 techniques to set the stage:
- I briefly explain the advantages of TBL during lecture 1
- I provide a more detailed explanation of the advantages in my syllabus and on my web site
- I run a brief exercise lecture 1: volunteers 'board' student responses to two questions:
a) what negative associations do you have with the idea of working in groups or teams?
b) what positive associations . . . ?

I encourage/embrace the listing of the negative stereotypes, and joke about them. Then we look at what might be possible in terms of positives. The list of, and time spent on, the negatives is typically longer than w/ the positives - that's ok. Then I tell the class that this is one of the most important conversations of the semester:
- you can hold on to these negative expectations if you choose (you can even make them come true!)
- or, you can take on the positive expectations - and you'll find you can make them come to be, too
- it's really a matter of attitude; YOU get to decide how this course will go for you and your team
- you are responsible for your learning in this course
- my recommendation - give up the negative stuff. It only results in focusing on the bumps and the barriers, and gives you an excuse to not play full out with your team. Don't go there!
Then I erase the list of negatives.

BTW, while I request 1 word or 1 phrase in the student responses, I also ask for a couple "horror stories" about group work. These are typically about one person having to do all the work, inequitable work/point distributions, too hard to meet outside of class, or the lack of satisfaction in most group projects. After each one, I counter their experience with an explanation of TBL in this course is designed to avoid their specific concern.

Hope this is helpful.
Andy Finn

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The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function.

- F. Scott Fitzgerald

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T. Andrew Finn
Website: http://mason.gmu.edu/~afinn
E-Mail: [log in to unmask]

Department of Communication (3d6)
George Mason University
4400 University Drive
Fairfax, VA 22030

Associate Professor, Department of Communication
Associate Director, Center for Media Research & Telecommunications
Coordinator, Telecommunications Minor

Thompson Hall, Rm. 111a
703-993-1092 (office)
703-993-1096 (office fax)
703-425-1641 (home)
703-850-7003 (wireless)
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