Dave, Your "problem" gives me the opportunity to stress two ideas that I think are really important about TBL. One is a bit philosophical in that in TBL (just like in life) students have the opportunity to make choices about the way they approach the process. However, they DON'T have the opprotunity to simply pick the consequences they want. The consequences naturally follow their choices--IF we do our part. Thus, if she isn't prepared for the RAT, she is naive if she thinks that her opinions ought to be respected and, if they were, she'd be learning a lesson that wouldn't help her later on. If students ARE prepared (and IF we create the right conditions), EVERY student (irrespective of gender or anything else) will have the OPPORTUNITY to become a credible and respected team member. That brings me to my second point--the tremendous value of the IFAT answer sheets. Based on your description of the feedback process, you aren't using the IFAT's for the team tests (nor did I until about 2 years ago--and I occasionally had a problem similar to the one you describe). When you use the IFAT answer sheets, the groups get INSTANT feedback on EVERY Question. As a result, a loud-mouth is only one scratch away from having to "eat crow" and the quieter, but well prepared, member(s) is/are one scratch away from being validated and a couple of scratches away from being told that they need to speak up. Since I started using IFAT's, I've never even had a hint of anyone feeling like they aren't getting a fair hearing--and I have never had to do any coaching as to how groups ought to manage their discussions. Larry Larry K. Michaelsen Professor of Management Dockery 400G Central Missouri State University Warrensburg, MO 64093 O: 660 543-4124 F: 660 543-8465 >>> Dave Moewes <[log in to unmask]> - 9/21/04 12:07 PM >>> Hello Everyone ... I am teaching principles of economics using TBL. Each group has 5 -6 members. Gender was not used as a factor in determining group membership. Yesterday a female student came to talk with me and was upset with the dynamics within her group -- made up of 4 other males and herself. Class averages, team averages, and unidentified individual scores have been provided for the two RATS quizzes that have been given so far. This student did not do very well in the first quiz and apparently the males in the group shared their scores so that they were able to figure out the female student's score. This was unfortunate since they then discounted most of her comments and either ignored her attempts at participation or patronized her remarks. When results were passed out for the second quiz (again, no personally identifiable results), the males asked her directly what score she received. Even though such a question is highly inappropriate, she felt she had to answer or be totally isolated within the group. Obviously, the class score sheets are having exactly the opposite effect of what was intended -- for this particular group. Instead of providing useful information and some incentive to improve, the information has been used against one of the group members. I think that there may be a different dynamic, a more competitive environment in male dominated groups and I am wondering if, in the future, gender should be taken into consideration to provide more of a balance? I indicated to the student that part of the peer review involved questions about other team members facilitating learning within the group and that the behavior of the males in the group was not advancing that goal. This student does not want to be transferred to a different group. Any suggestions or comments on how this problem should be addressed? Thanks. Dave Moewes To be enlightened is to be one with all living things. Zen Master Dogen "Only a life lived for others is a life worthwhile." Albert Einstein "To accomplish great things, we must dream as well as act." Anatole France (1844 - 1924) Only the educated are free. Epictetus (55 AD - 135 AD), Discourses David S. Moewes Professor/Economics Concordia College Moorhead, Minnesota USA 56562 Telephone: 218 299 3488 FAX: 218 299 4277 http://www.cord.edu/faculty/moewes