Nancy, Even though it is only one group the situation is unusual enough that I suspect that you have a basic set-up problem. I have some questions that might give some clues about what's wrong: - how many RATs have you given? - are you using the IF-ATs? - how well do your applications conform to the 4 S's? - what method(s) are you using for simultaneous reports. - how much do the various TBL components (individual, team, peer evals, applications) "count" in determining students' grades. - what criteria did you use to form the teams? Larry ----- Larry K. Michaelsen Professor of Management University of Central Missouri Dockery 400G Warrensburg, MO 64093 [log in to unmask] 660/429-9873 voice <---NEW ATT cell phone 660/543-8465 fax >>> Nancy Sohler <[log in to unmask]> 10/31/10 6:19 PM >>> I have a class of 66 undergraduate medical students (11 groups). I am leading an epidemiology course and this is my first shot at TBL. This is mid-way through the semester and one of my groups is having difficulty. Their group learning behaviors have deteriorated over time-the group has divided into two smaller groups that cannot get along with each other. They come into my office separately to complain (I now do not allow that), meet with each other to study outside of class separately, and don't work together in class (at the last second they vote on which answer will be used-but they don't discuss the issues together at all anymore). I have met with them as a group twice to address this obvious problem (that they all agree that this is a huge problem for them). I have had them discuss openly the nature of the problem and what they might do to overcome it, and helped them to brainstorm the specific strategies that they can use to learn in groups. Every intervention seems to lead to further deterioration of their group. I have been told NOT to intervene too much, as this is something they need to work out on their own. I am, however, worried that they cannot work it out. Suggestions?