Hello Nancy. Good questions. I am relatively new to the TBL model, but have been using the University of Phoenix Learning Team Model for 12 years. The key difference between the two is that the Phoenix Learning Team Model is based on a work team model, in which groups of adult learner develop a charter, collaborate to learn and complete projects, and complete learning team evaluations. The faculty role in this process is facilitator and coach. Another big difference is that the learning team model is a foundation of the University model. A key benefit of a University-level teaming process is that the students have a level of consistency from one course to the next. This allows them to continuously improve based on prior experiences, and to develop collaboration as a core competency. USE A DIFFERENT FORMING METHOD Although team learning is a foundation of the University model, faculty tend to develop their own methods for forming and managing teams. I even find myself experimenting with different techniques in different classes. I think this might also the case with TBL practitioners. Rather than having only one approach by which you form teams, consider building a toolkit of approaches; apply the approach that aligns with your group of students. During your orientation workshop you can ask students to share with you their prior experiences with TBL. Then, apply an approach that seems appropriate for the situation. USE A CHARTERING PROCESS Regarding voting on grading, I think the approach you are using is a good way of giving the students ownership in the process. However, you might find other ways to integrate democractic practices in the course without having students vote on course structure. For example, you define the structure and the grading process, and have the teams develop a charter for governing team processes within that structure. COMMUNICATE RELEVANCE OF LEARNING, IRRELEVANCE OF GRADES Regarding students focusing on "A's" and not on learning, have you considered conducting an intervention early in the course that helps students to understand that they should be focusing on what the A represents, not on the A? For example, ask students if the they have ever been asked during a job interview what their GPA was or what their grade was in a particularl course. Then ask them if they have ever been asked about their knowledge and ability related to the job. Which student is more likely to get the job, the student who says "I got a A in that class" but can neither demonstrate nor apply knowledge, or the student who is able to demonstrate relevant knowledge and explain how that knowledge applies to the situation? They key here is to help the students connect the classroom activities to the real world. The message becomes this: focus on what the A is supposed to represent, and you will develop knowledge and skills that will make you more successful in the workplace. If the A stands for the learning and skills you can apply in the workplace and in life, then your degree will have immense value. Students who focus only on acheiving the A without supporting it with learning and skills will receive a worthless piece of paper at graduation. Regards, Brent