I love that draw out of the hat idea!  Wicked!

When "the big project" is not optional, then I do a few things to try to make the process better for all involved:

1)I introduce the big project with a humorous handout that describes the typical behaviors that lead group projects astray.  It specifically describes the slacker, the control freak, the procrastinator and the dangers of the divide and conquer approach.  This acknowledges up front that I am well aware of the reasons that teams often fall apart, validates their frustration with the 'typical' process, and gets everyone, including the control freaks, to think a bit about why their behavior can be destructive.

2). I devote as much in-class time as possible to the team project.  If a project is going to be worth a large chunk of a student's grade, then I believe I ought to validate that by dedicating class time to it.  Example sessions include one on project design (I introduce the project at the beginning of class, and the teams have to hand me a preliminary outline of their research approach before they leave class). In subsequent classes I have them refine and expand upon these designs.  I have another session on identifying and using good references.  Again, the teams work together during class to identify potential sources (journal articles) to support their work, and must turn in a preliminary list before the end of class.  The key to these activities, I think, is to not let the teams know too many details regarding the day's activity until they get to class.  I find that if I forget this rule, the control freak will come to class with everything already completed :-)

3) Finally, each team draws up a contract (which I see that you use, too) that has specific penalties assigned for failure to meet deadlines or adhere to group agreements.  That way students have a really hard time being too nice.  If student X does not get their section done on time, they know they will lose X points.

Cheers,

Tammy

Sent from my iPad

On Nov 16, 2012, at 3:32 PM, "Jim Sibley" <[log in to unmask]> wrote:

Hi

I am at a conference and heard a great idea you could use

Divide presentation prep into say 4 pieces for 4 students....then at class draw to see which student presents which part...that way they need to learn all parts...not just their bit


I would still try to rethink the presentations...but this might help a bit if you feel presentations are not optional


Jim Sibley

Sorry for brief message -sent from my iPad

On 2012-11-12, at 10:18 AM, "Small, Candice B." <[log in to unmask]> wrote:

Hi all,

 

I am a very enthusiastic newcomer to TBL.  In the spring, I will be teaching for the 5th time a general education class on ethical reasoning where group work is emphasized.  I will have approximately 20 students, the majority freshmen with a handful of sophomores. 

 

Students tend to really like the class, but there are always struggles with the group work aspect. I’m hopeful that a TBL approach will help.  A couple issues I’d like some feedback on:

 

1.       The slacker student.  I always have one or two students who just have other priorities (and often very short-term judgment skills:  For example, students who are pledging to a fraternity and everything else takes a backs seat.) I have  a strict attendance policy and my groups create contracts that allow them to ‘fire’ non-contributing members.  But no matter how bad it gets (and sometimes it gets quite bad), I’ve never had students been able to follow through with the contract.  I think that’s mostly because they’re freshmen and know each other well, but also because who likes conflict?  I’m hopeful that the TBL approach will create more peer pressure and keep the teams functioning better, but I suspect I’ll have a couple that just don’t get with the program.  What do you do about students like this?

2.       The course is required to have a group researched argument, which they then present orally.  This is a long-term project, taking multiple weeks.  All the TBL readings I’ve done have emphasized working in teams during class time, and application exercises with the 4 S’s.  Has anyone built up to a bigger project?

 

I’ve gathered tons of ideas from this listserv’s archives and Michaelsen’s books; I look forward to hearing your thoughts!

 

Best,

Candice

 

Candice Benjes-Small, MLIS

Head, Information Literacy and Outreach

McConnell Library, Radford University

540.831.6801

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