If you kept the same teams, might there be a benefit of further progression
of a "team cohesiveness" effect?

Considering the initial groups "developed" into teams over the course of the
first semester, how much further might the developmental process reach?

In most situations, teams dissolve as a function of the 14- or 15-week
semester.  If TBL is truly a prep for the type of 21st Century Skills that
seems to be valued in today's workplace (i.e., collaboration, etc.), why not
take advantage of this rare opportunity to see just how much teams might be
able to accomplish beyond one semester?

On Wed, Oct 20, 2010 at 4:13 PM, Brent MacLaine <[log in to unmask]> wrote:

> Hello John Mark:
>
> My instinct would be to decide on the basis of the curriculum.  If the
> second-semester course has different content, then it may require a
> different set of "assets," and thus, your distribution among teams would be
> different.  If, however, the content requires the same assets as the content
> in the first semester, then the considerations that you mention would come
> into play.
>
> If this were the case,  and if you see more of less an equal weighting of
> pro's and con's, then you could ask the students which option they would
> prefer.
>
> Regards
> Brent MacLaine
>
>
>
>
> Brent MacLaine, Ph.D.
> Professor and Chair
> Department of English
> University of Prince Edward Island
> 550 University Avenue
> Charlottetown  PE  Canada
> C1A  4P3
> Office: 902-566-0955
> Fax: 902-566-0363
> >>> "Jackson, John Mark" <[log in to unmask]> 20/10/2010 4:41 PM >>>
> I teach a two-semester sequence and all of our students take the same
> classes at the same time in one section...so all the same students will be
> in my class next semester.
>
> Should I keep the same teams or change teams? I see benefits both ways:
> same teams is good because they know and trust each other (assuming it’s a
> good team)...changing teams means they have to go through the building
> again, which I can see as both good and bad.
>
> John Mark
> ---------------------------------
>
> John Mark Jackson, OD, MS, FAAO
> Southern College of Optometry
> (901) 722-3314
> Skype: jacksonsco
>



-- 

David J. Teachout

Chair, Symposium on Music Teacher Education (www.smte.us)

Co-PI, UBEATS, NSF-funded BioMusic Formal Education Project

Chair, Music Education Department

University of North Carolina at Greensboro

School of Music, Theatre and Dance

P.O. Box 26170

Greensboro, NC 27402

(p) 336-334-4759

(f) 336-334-5497

[log in to unmask]

www.uncg.edu/mus