I've done it both ways but, have had far better results with 1 team. With two small teams, much of the time neither has the intellectual resources to do really well on anything and they get discouraged. With one 7-member team, I simply tell them what the typical scores on this test have been and they work as hard as they would with a room full of competing teams. With the applications, on some I simply report what other teams had decided in the past and "What do you think about that?". On others, I had them create a poster and I provided others for a gallery walk in much the same way as if other teams were there. As for a critiqui of theirs, I've done one or both of two alternatives. One is that I create questions about their poster--with the caveat that, "These are the common questions that other teams ask when they see a solution like yours." The other is that I'll say something like, "I'm wondering how you would respond if ______ ).

Larry

On Tue, Aug 6, 2013 at 3:01 PM, David Raeker-Jordan <[log in to unmask]> wrote:
Jim,

With only one team, what is the team's motivation to do well on the tRAT? Will the team members really put forth their best efforts when they know that everyone in the class will have the same score for the tRAT portion of the grade?

-----------------
David Raeker-Jordan





On Tue, Aug 6, 2013 at 3:51 PM, Sibley, James Edward <[log in to unmask]> wrote:
Hi David

We did a graduate research methods course….we expected 10 and got 3

One team of 3….It worked…teacher basically play devils advocate after every Application Activity….the RAP's work really well…

I think the iRAT and tRAT have great value in this setting….maybe even more than in settings where more teams means better application activities

iRAT….all about individual accountability…we still want that….so I would use them

tRAT….peer teaching, negotiating, use of language (putting my thoughts into words), peer accountability….we still want that…so I would use them

jim
--
Jim Sibley 
Director 
Centre for Instructional Support 
Faculty of Applied Science 
University of British Columbia 
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Vancouver, BC Canada 
V6T 1Z4 

Phone 604.822.9241 
Fax 604.822.7006 

Email: [log in to unmask]

Check out http://www.teambasedlearning.org


© Copyright 2013, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the meesage.

From: David Raeker-Jordan <[log in to unmask]>
Reply-To: David Raeker-Jordan <[log in to unmask]>
Date: Tuesday, August 6, 2013 12:35 PM
To: "[log in to unmask]" <[log in to unmask]>
Subject: TBL in a Small, Small Class

I have used TBL in small classes for a couple of years, but this semester I have a class that will probably have only 7 students. I know that I should have 5-7 students in a team, but will TBL work with one team of 7 students? For those of you who have taught a class this small, what adjustments did you make to TBL? For example, with only one team, is there any value in having both the iRAT and the tRAT?

Thanks.

-----------------
David Raeker-Jordan
Legal Methods Professor
Widener University School of Law
Harrisburg, PA 
717.541.1996




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Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/543-4315 voice, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org> 
Integrative Business Experience (IBE) <http://ucmo.edu/IBEl>
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