This hasn't happened to me since I no longer let the class decide on these weights. No one seems to miss that activity much. Do you want to do something simple or complicated? I assume you want to avoid appearing arbitrary, even if you are being arbitrary, which I think you will have to be. Business schools teach negotiation, which has a large literature. Since you are teaching genetics there is no lesson for the class to learn there. One approach which could still be implemented is to give your own choices of weights, then give a deadline, eg, 20 minutes. If there is no agreement on a different set of weights by the deadline, then yours prevail. You could call on objectivity by using average weights from past classes if you have them. Or you can pick the weights you think worked best of all your past classes. You could arbitrate. That is, let each side of the negotiation put forth the choice it wants and make an argument why that is best for everyone in the class. Place a high premium on objective standards and universality of the choice. As the arbitrator you then choose one of choices. No explanation, no excuses, and no third choice of your own. It has been put on your table and you will decide. Arbitrarily, since you are an arbitrator. But don't make this a surprise, lay it out at the start and explain that this is one place it could end up. One side gets what it wants and the other doesn't. Some are winners and some are losers. (Is there a connection with evolution here?) You could consider postponing the decision for a longer period of time, while class continues, eg, two to three weeks. If there is no agreement in that time then your choice of weights becomes the one to be used. Many students will be happy with this and to achieve it they merely have to do nothing. It sounds like the last group is taking the requirement for consensus as an invitation to steamroll everyone else. They might not even like their own weights after three weeks. Not if there are a couple of freeloaders in the group. Allowing 20 minutes or 3 weeks depends mostly on how important you feel coming to closure is. In either case, go on with class after 20 minutes, you have too much real stuff to do. You might point out that the exam material will be identical regardless of how much time is spent on choosing grade weights. This implies that the uncompromising group is interfering with everyone's exam success, including their own. Try reading a book called "Getting to Yes" by some folks at the Harvard Negotiation Project. This includes some tips on how to move things along. Regards, David Smith Biostatistics Division University of Texas School of Public Health San Antonio Campus -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Francine Glazer Sent: Tuesday, January 23, 2007 4:09 PM To: [log in to unmask] Subject: teams won't reach consensus on percentages for activities - please help! Hello, I'm teaching undergraduate genetics (junior-level majors) using TBL for the second time. My class has gotten stuck at the activity where they decide on percentages for individual/team/team maintenance activities. Three of the 5 teams seem willing to compromise extensively, a fourth team is willing to compromise within reason (i.e. they don't want to move too far from their starting position, but are willing to move some), and the fifth team... ahh, the fifth team! The fifth team started with a position dramatically different from the other teams (only 15% individual vs. 40, 40, 45, and 55 for the other teams) and is absolutely refusing to give. Their delegate was taking a 'steamroller' approach and locked heads with team 4's delegate so that I sent all the delegates back to their teams and requested that they choose someone else. Now team 5 has a new delegate who at least is letting the other delegates have their say, but team 5 is stonewalling the process by refusing to compromise - even though it is clear that the rest of the class is all in accord. When we ran out of time, I said we will continue negotiations at our next class, but that I'd like the issue to be settled within about 20 minutes, so we can move on to the first iRAT. I suggested that the teams each confer within their private discussion boards on WebCT and decide where/how much they are willing to give 'for the good of the class.' (Yes, I also spoke individually with each team to that effect.) I see on the discussion board that teams 1-4 are indeed deciding on where they can yield. Team 5, on the other hand, remains as intractable as ever. Help! All advice welcomed; I'm not sure what to do if they don't reach consensus. thanks, Fran -- Francine S. Glazer, Ph.D. Professor, Biological Sciences Kean University Union NJ 07083 Ph: 908-737-3661 Fx: 908-737-3666 http://www.kean.edu/~fglazer