Hi Kathy Article is cited at bottom of bibliography page on TBL site (in other interesting articles category) I attached a copy for your convenience ** Would it be better if I just made the page totally alphabetical.....I had not been mixing TBL papers with other papers....maybe this is confusing jim > From: "Ross, Kathy" <[log in to unmask]> > Date: Mon, 30 Aug 2010 17:23:59 +0000 > To: James Sibley <[log in to unmask]> > Subject: RE: Does Team Formation Strategy Matter? > > Hi, Jim, > > I've seen you refer to the Brickell article a couple times. I looked for it in > the Bibliography on your TBL website, but I didn't located it. It is there and > I'm just not finding it? Or could you add it? It sound very useful. > > Kathy > > Kathy Ross, Ph.D. > Director, Center for Teaching, Learning, and Assessment > Indiana University Kokomo - KO-290B > 2300 South Washington > P. O. Box 9003 > Kokomo, IN 46904-9003 > 765-455-9392 > [log in to unmask] > > -----Original Message----- > From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of > Jim Sibley > Sent: Monday, August 30, 2010 12:32 PM > To: [log in to unmask] > Subject: Does Team Formation Strategy Matter? > > There is a good article by brickell et al that looks at student-selected, > random and instructor-selected team performance > > Instructor-selected outperforms random out performs student-selected....the > interesting part is by how much.....instructor/criterion selected teams just > slightly outperforms random....both of which outperform student-selected by > a lot > > I think the real message is anything but student-selected > > jim > > >> From: Michael Sweet <[log in to unmask]> >> Reply-To: Michael Sweet <[log in to unmask]> >> Date: Mon, 30 Aug 2010 10:15:29 -0500 >> To: "[log in to unmask]" <[log in to unmask]> >> Subject: Re: team transparency >> >>> Whether messy, random or structured, does team formation really matter that >>> much? Hmm? >>> >> >> I don't know of this was a serious question or tongue-in-cheek. So, just to >> be safe, I see strategic team formation as >> fundamental/critical/crucial/serious/important/essential/key. >> >> 1) You want all teams to have the resources they need to succeed. >> >> 2) You want to avoid the stereotyping (positive or negative, self- or other) >> that can occur when teams are allowed to form homogenously, which they will >> because we are attracted to people who are like us. >> >> 3) You want to avoid the coalitions that occur when teams are allowed to >> self-select (e.g., two friends choosing to be on the same team of five, >> thereby creating a "voting bloc" within that team and an insider/outsider >> dynamic that never allows the team to gel as a unit). >> >> 4) You want students to learn the life lesson of coming to see people very >> different from them as allies, team-mates, and resources. >> >> 5) You want to avoid the "leftovers" effect that occurs when self-selecting >> teams create a "last" team composed of people "no one else wanted." >> >> Now, it is true that once they graduate, these students will most likely not >> find themselves in work teams that are so carefully balanced by the powers >> that be. By the same token, they're not going to be taking a lot of >> multiple-choice tests, either. The classroom is for learning, which requires >> scaffolding, tools and experiences that are necessarily unlike what folks >> encounter in real life. >> >> -M >> >> >> -----Original Message----- >> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf >> Of >> John Fritz >> Sent: Monday, August 30, 2010 9:56 AM >> To: [log in to unmask] >> Subject: Re: team transparency >> >> On Aug 30, 2010, at 10:38 AM, Levine, Ruth wrote: >> >>> The trouble with using methods like previous grades is that if the >>> students find out you did that they will always wonder (or worse-- >>> find out!!) who the "smart one" and who the "dumb one" in the team >>> is and that can be counterproductive to team cohesion in the long run. >> >> I tend to agree with Ruth. After all, isn't one of the virtues of TBL >> supposed to be that it prepares students for the teams they will >> inevitably find themselves to be a part of? We don't always get to >> choose our colleagues (or neighbors). So part of life is figuring out >> how to work well in the teams we find ourselves in, whether we chose >> them or not. Transparency is fine, but in the end, if team formation >> vs. function has more to do with their success, then the big life >> lesson of TBL may not have been learned or facilitated. >> >> Whether messy, random or structured, does team formation really matter >> that much? Hmm? >> >> Just my .02. >> >> John >> >> John Fritz >> Asst. VP, Instructional Technology & New Media >> UMBC Div. of Information Technology >> 410.455.6596 | [log in to unmask] | www.umbc.edu/oit/itnm