Hi
One of the nicest stories that came out of the interviews for my book was a grade 11 girl….that won a scholarship to a private boarding school….she was less academically prepared then her peers and struggled in her grade 11 math course (done using TBL)
She realized early that her strength could be fostering the best possible team dynamics and conversations…she became an absolute star in the group….not because she had the answers…not because she spoke a lot
I love that TBL can be about so much more than who is the brightest or most vocal or most quiet or most reserved….
Quoting Paul… humans find a way to interact productively when they have a common goal and are rewarded for progress toward that goal.
(BTW nice summary Paul)
--
Jim Sibley
Director
Centre for Instructional Support
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>
Check out my new book Getting Started with Team-Based Learning available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
Check out TBL at www.learntbl.ca
© Copyright 2014, 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 message.
From: <Koles>, Paul G <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Koles, Paul G" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Monday, October 20, 2014 at 12:22 PM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Team Dynamics Problem
Dear Cynthia: This is always a potential concern among those of us who educate in natural or biomedical sciences, given our observations of occasional persons who would simply rather avoid interactions with others. A few things about TBL (theoretical and practical) :
(1) there is a very wide range of "normal", acceptable behavior within teams. There are always a spectrum of extroverts, medium-verts, and introverts. There are always those who prefer to talk more than listen, and vice versa. And there are usually some who would just as soon not talk at all. Diversity in social comfort level is normal.
(2) by its design, TBL encourages and rewards team performance. A team member with social skills and graces is helpful, especially during the early phases of team development. But if social skills are not accompanied by sharing of knowledge and thinking skills, the socialite will eventually be judged and found wanting.
(3) Most importantly, the quiet or withdrawn person will eventually make a contribution to a team decision (even if it's a simple "I vote for C" or "I prefer B over C"). When that first contribution is perceived by teammates as enhancing the team's performance (as is typically the case), the other team members will be motivated to use ever-so-subtle maneuvers to bring the quiet one into the discussion, while affirming how valuable to the team is the quiet one's opinion. (the IF-AT card promotes this process).
(4) Lastly, even when peers find a teammate to be extremely shy or withdrawn, to the point of being unwilling to speak or make eye contact, most teammates will be motivated to provide encouraging non-verbal or verbal feedback to that person, because "breaking the ice" is not merely altruistic, but somewhat driven by a self-serving desire for better team performance.
I have been doing TBL for 12 years with over 1000 medical students exhibiting a wide range of social maturity. I can only remember 2 cases in which a person remained withdrawn for months, despite the team's well-intentioned efforts. One student, who was repeating the year because of academic failure, believed that her contributions would actually hurt the team's performance, so she decided that she would not offer her opinions because of that fear. The other student spoke English as a second language, and felt very uncomfortable putting his ideas into words. However, that student did, when asked, give his preferred answer to the group. He just would not explain his reasons.
Summary: except for rare instances, humans find a way to interact productively when they have a common goal and are rewarded for progress toward that goal.
Paul Koles, Boonshoft SOM, Wright State University
On Oct 20, 2014, at 11:50 AM, Faux, Cynthia wrote:
Heaven knows I am not a TBL expert and I apologize if this has been discussed and I have missed it. I am trying to learn as much as I can as I launch my first wholly TBL course this spring. Science is a much more comfortable setting for folks who find social interactions difficult or even impossible. I, too, can make the argument of "well, once you are in practice" but that's not quite true. We have many veterinary graduates who use their degrees in creative and non-social career paths. I would be interested in solutions for those occasional students who are potentially incapable of this type of social interaction (potential Asperger's or extreme introverted) and who lack the ability to 'fake it' to get through the class. Neuro-typical and extroverted folks tend to have no idea how difficult it can be to gut your way through forced social interactions, especially if the class holds no particular interest other than as a required step in the path to the degree. Although TBL s
eems to
Cynthia
Cynthia Faux, DVM, PhD
Washington State University College of Veterinary Medicine
Department of Integrated Physiology and Neurosciences
Pullman, Washington, USA
________________________________________
Date: Sun, 19 Oct 2014 21:14:31 +0000
From: Simon Tweddell <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Team dynamics problem
--_000_D069DC461A9CAsjtweddebradfordacuk_
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Sophie,
I was asked a similar question by a colleague using TBL in another discipli=
ne a couple of weeks ago. I=92d not had this problem before so I had to thi=
nk about it for a day or two and discussed it with a colleague. Here=92s wh=
at we came up with:
1. Write an impromptu, discipline-related task (as an application exercise)=
that challenges the teams to solve a similar problem, but in the workplace=
i.e. looking forward to a time that they are in practice. This task might =
include others tasks as well but build in an appropriate problem e.g. a col=
league in the work team that isn=92t pulling their weight or a client that =
won=92t engage or talk during a case review/hearing or a case that demonstr=
ates the need for all team members to pull their weight in the workplace. A=
4S case that challenges the teams to come up with a solution might create =
some useful class discussion afterwards and provide the team with some idea=
s. Jeff might even come to realise that actually the workplace is all about=
teamwork and reflect a little on his behaviour to date?
2. Consider using the =91Jeff Case=92 you describe below as an application =
exercise when introducing students to TBL for the first time in the future.=
Setting the teams a similar challenge about how they would engage with and=
challenge a possible =91Jeff=92 in their team will create some really usef=
ul class discussion and acts as a kind of preventative, pre-emptive strike =
in case there are any possible Jeffs out there. If someone isn=92t engaging=
later on in the course, then the teams might be able to draw on this discu=
ssion and handle this themselves, possibly just with the phrase =91come on,=
talk to us, don=92t be a Jeff!=92 Deep down, no one really wants to think =
that they are being the =91Jeff' in their group=85.
Hope this makes sense and good luck with Jeff!
Perhaps you could share with the Listserv how and if this problem is eventu=
ally resolved?
Best wishes
Simon
------------------------------------------------------------------------
Simon Tweddell BPharm MRPharmS FHEA
Senior Lecturer in Pharmacy Practice
Curriculum Development Fellow
Centre for Educational Development
University of Bradford
Bradford
United Kingdom
BD7 1DP
Tel. +44 (0)1274 235241
Email. [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>
Twitter: @simontweddell
Skype: simon.tweddell
Accredited Consultant-Trainer in Team-based Learning
From: "Sparrow, Sophie" <[log in to unmask]<mailto:[log in to unmask]><mailto:Sophie.Sparrow@L=
AW.UNH.EDU<http://AW.UNH.EDU>>>
Reply-To: "Sparrow, Sophie" <[log in to unmask]<mailto:[log in to unmask]><mailto:Sophie.Sparr=
[log in to unmask]<mailto:[log in to unmask]>>>
Date: Sun, 19 Oct 2014 19:56:41 +0000
To: <[log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]
Subject: Team dynamics problem
Greetings TBL colleagues -
I could use some advice.
For the first time in the 8 years I have been using TBL, I have a team that=
is not working well. One of the team members (I=92ll call him Jeff-not his=
real name) does not talk to, make eye contact with, or engage with the tea=
m unless they are working on a tRAT. When they are engaged in team applicat=
ions during class, he does not turn to face the rest of his teammates, does=
not contribute and does not listen to them. As with all students, he knows=
that team contributions count for 15% of the final grade.
Context:
This is a first year graduate US law course, and I am working with teams of=
6.
On this particular team, half the students have come straight from undergra=
d,and 2 of the others have worked for a while before coming to law school.=
Jeff is a bit older than the others, has a PhD in science and was educated=
in EU in predominately lecture-based settings. In his team he has voiced h=
is dislike of all the assessments in this course, and said that he wished i=
t were like some other law school courses, where the only grade is on the f=
inal exam.
Students in this class have given and received anonymous midterm peer feedb=
ack (now 2 weeks ago). Several of the members of the team have several time=
s come to talk to me about how to engage this student. In the feedback he r=
eceived, Jeff was asked to participate more. That has not happened. The st=
udents had ideas about how to try to engage him more, and he has not been r=
esponsive. At this point, two of the students are very frustrated as they k=
eep trying to get Jeff to work with them, but they are finding that they ar=
e spending a lot of time trying to get him involved when he appears to have=
no interest in doing so. They don=92t want to =93write him off=94 and not =
engage him during team applications, but they =96 and I =96 are not sure ho=
w best to handle this. A couple of team graded team applications are coming=
up over the next month, and we have 2 more tRATs to do.
I am not sure how to respond to this situation, and would love your ideas a=
nd suggestions.
Thanks much,
~ Sophie
Sophie M. Sparrow
Professor of Law
University of New Hampshire School of Law
[log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>
603-513-5205
--_000_D069DC461A9CAsjtweddebradfordacuk_
Content-Type: text/html; charset="Windows-1252"
Content-ID: <[log in to unmask]<mailto:[log in to unmask]>>
Content-Transfer-Encoding: quoted-printable
<html>
<head>
<meta http-equiv=3D"Content-Type" content=3D"text/html; charset=3DWindows-1=
252">
</head>
<body style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-lin=
e-break: after-white-space; color: rgb(0, 0, 0); font-size: 14px; font-fami=
ly: Calibri, sans-serif;">
<div>
<div>Sophie,</div>
<div><br>
</div>
<div>I was asked a similar question by a colleague using TBL in another dis=
cipline a couple of weeks ago. I=92d not had this problem before so I had t=
o think about it for a day or two and discussed it with a colleague. Here=
=92s what we came up with:</div>
<div><br>
</div>
<div>1. Write an impromptu, discipline-related task (as an application exer=
cise) that challenges the teams to solve a similar problem, but in the work=
place i.e. looking forward to a time that they are in practice. This task m=
ight include others tasks as well
but build in an appropriate problem e.g. a colleague in the work team that=
isn=92t pulling their weight or a client that won=92t engage or talk durin=
g a case review/hearing or a case that demonstrates the need for all team m=
embers to pull their weight in the workplace.
A 4S case that challenges the teams to come up with a solution might creat=
e some useful class discussion afterwards and provide the team with some id=
eas. Jeff might even come to realise that actually the workplace is all abo=
ut teamwork and reflect a little
on his behaviour to date? </div>
<div><br>
</div>
<div>2. Consider using the =91Jeff Case=92 you describe below as an applica=
tion exercise when introducing students to TBL for the first time in the fu=
ture. Setting the teams a similar challenge about how they would engage wit=
h and challenge a possible =91Jeff=92 in
their team will create some really useful class discussion and acts as a k=
ind of preventative, pre-emptive strike in case there are any possible Jeff=
s out there. If someone isn=92t engaging later on in the course, then the t=
eams might be able to draw on this
discussion and handle this themselves, possibly just with the phrase =91co=
me on, talk to us, don=92t be a Jeff!=92 Deep down, no one really wants to =
think that they are being the =91Jeff' in their group=85.</div>
<div><br>
</div>
<div>Hope this makes sense and good luck with Jeff!</div>
<div><br>
</div>
<div>Perhaps you could share with the Listserv how and if this problem is e=
ventually resolved? </div>
<div><br>
</div>
<div>Best wishes</div>
<div><br>
</div>
<div>Simon</div>
<div><br>
</div>
<div>
<div>
<div>----------------------------------------------------------------------=
--</div>
<div>Simon Tweddell BPharm MRPharmS FHEA</div>
<div>Senior Lecturer in Pharmacy Practice </div>
<div>Curriculum Development Fellow</div>
<div>Centre for Educational Development</div>
<div>University of Bradford</div>
<div>Bradford </div>
<div>United Kingdom</div>
<div>BD7 1DP</div>
<div>Tel. +44 (0)1274 235241</div>
<div>Email. <a href=3D"mailto:[log in to unmask]">s.j.tweddel=
[log in to unmask]<mailto:[log in to unmask]></a></div>
<div>Twitter: @simontweddell</div>
<div>Skype: simon.tweddell</div>
<div><br>
</div>
<div>Accredited Consultant-Trainer in Team-based Learning</div>
</div>
<div><br>
</div>
</div>
</div>
<div><br>
</div>
<span id=3D"OLK_SRC_BODY_SECTION">
<div style=3D"font-family:Calibri; font-size:11pt; text-align:left; color:b=
lack; BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM:=
0in; PADDING-LEFT: 0in; PADDING-RIGHT: 0in; BORDER-TOP: #b5c4df 1pt solid;=
BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<span style=3D"font-weight:bold">From: </span>"Sparrow, Sophie" &=
lt;<a href=3D"mailto:[log in to unmask]">[log in to unmask]<mailto:[log in to unmask]>
</a>><br>
<span style=3D"font-weight:bold">Reply-To: </span>"Sparrow, Sophie&quo=
t; <<a href=3D"mailto:[log in to unmask]">[log in to unmask]<mailto:[log in to unmask]>
.EDU</a>><br>
<span style=3D"font-weight:bold">Date: </span>Sun, 19 Oct 2014 19:56:41 =
3;0000<br>
<span style=3D"font-weight:bold">To: </span><<a href=3D"mailto:TEAMLEARN=
[log in to unmask]<mailto:[log in to unmask]>">[log in to unmask]<mailto:[log in to unmask]></a>><br>
<span style=3D"font-weight:bold">Subject: </span>Team dynamics problem<br>
</div>
<div><br>
</div>
<div>
<div style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line=
-break: after-white-space; color: rgb(0, 0, 0); font-size: 14px; font-famil=
y: Calibri, sans-serif;">
<div>
<div>Greetings TBL colleagues - </div>
<div><br>
</div>
<div>I could use some advice.</div>
<div><br>
</div>
<div>For the first time in the 8 years I have been using TBL, I have a team=
that is not working well. One of the team members (I=92ll call him Jeff-no=
t his real name) does not talk to, make eye contact with, or engage with th=
e team unless they are working on
a tRAT. When they are engaged in team applications during class, he does n=
ot turn to face the rest of his teammates, does not contribute and does not=
listen to them. As with all students, he knows that team contributions cou=
nt for 15% of the final grade. </div>
<div><br>
</div>
<div>Context: </div>
<div>This is a first year graduate US law course, and I am working with tea=
ms of 6. </div>
<div><br>
</div>
<div>On this particular team, half the students have come straight from und=
ergrad,and 2 of the others have worked for a while before coming to l=
aw school. Jeff is a bit older than the others, has a PhD in science and wa=
s educated in EU in predominately lecture-based
settings. In his team he has voiced his dislike of all the assessments in =
this course, and said that he wished it were like some other law school cou=
rses, where the only grade is on the final exam. </div>
<div><br>
</div>
<div>Students in this class have given and received anonymous midterm peer =
feedback (now 2 weeks ago). Several of the members of the team have several=
times come to talk to me about how to engage this student. In the feedback=
he received, Jeff was asked to
participate more. That has not happened. The students had ideas abou=
t how to try to engage him more, and he has not been responsive. At this po=
int, two of the students are very frustrated as they keep trying to get Jef=
f to work with them, but they are finding
that they are spending a lot of time trying to get him involved when he ap=
pears to have no interest in doing so. They don=92t want to =93write him of=
f=94 and not engage him during team applications, but they =96 and I =96 ar=
e not sure how best to handle this. A couple
of team graded team applications are coming up over the next month, and we=
have 2 more tRATs to do. </div>
<div><br>
</div>
<div>I am not sure how to respond to this situation, and would love your id=
eas and suggestions. </div>
<div><br>
</div>
<div>Thanks much, </div>
<div><br>
</div>
<div>~ Sophie</div>
<div>
<div><br>
</div>
<div>Sophie M. Sparrow</div>
<div>Professor of Law</div>
<div>University of New Hampshire School of Law</div>
<div><a href=3D"mailto:[log in to unmask]">[log in to unmask]<mailto:[log in to unmask]>
du</a></div>
<div>603-513-5205</div>
<div><br>
</div>
</div>
</div>
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--_000_D069DC461A9CAsjtweddebradfordacuk_--
------------------------------
Date: Sun, 19 Oct 2014 16:21:31 -0500
From: Elanor Withnall <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Team dynamics problem
Is it too simple to ask Jeff if there is a reason he is not participating?
Elanor
Simon Tweddell wrote:
Sophie,
I was asked a similar question by a colleague using TBL in another
discipline a couple of weeks ago. I’d not had this problem before so I
had to think about it for a day or two and discussed it with a
colleague. Here’s what we came up with:
1. Write an impromptu, discipline-related task (as an application
exercise) that challenges the teams to solve a similar problem, but in
the workplace i.e. looking forward to a time that they are in practice.
This task might include others tasks as well but build in an appropriate
problem e.g. a colleague in the work team that isn’t pulling their
weight or a client that won’t engage or talk during a case
review/hearing or a case that demonstrates the need for all team members
to pull their weight in the workplace. A 4S case that challenges the
teams to come up with a solution might create some useful class
discussion afterwards and provide the team with some ideas. Jeff might
even come to realise that actually the workplace is all about teamwork
and reflect a little on his behaviour to date?
2. Consider using the ‘Jeff Case’ you describe below as an application
exercise when introducing students to TBL for the first time in the
future. Setting the teams a similar challenge about how they would
engage with and challenge a possible ‘Jeff’ in their team will create
some really useful class discussion and acts as a kind of preventative,
pre-emptive strike in case there are any possible Jeffs out there. If
someone isn’t engaging later on in the course, then the teams might be
able to draw on this discussion and handle this themselves, possibly
just with the phrase ‘come on, talk to us, don’t be a Jeff!’ Deep down,
no one really wants to think that they are being the ‘Jeff' in their group….
Hope this makes sense and good luck with Jeff!
Perhaps you could share with the Listserv how and if this problem is
eventually resolved?
Best wishes
Simon
------------------------------------------------------------------------
Simon Tweddell BPharm MRPharmS FHEA
Senior Lecturer in Pharmacy Practice
Curriculum Development Fellow
Centre for Educational Development
University of Bradford
Bradford
United Kingdom
BD7 1DP
Tel. +44 (0)1274 235241
Email. [log in to unmask]<mailto:[log in to unmask]> <mailto:[log in to unmask]>
Twitter: @simontweddell
Skype: simon.tweddell
Accredited Consultant-Trainer in Team-based Learning
From: "Sparrow, Sophie" <[log in to unmask]<mailto:[log in to unmask]>
<mailto:[log in to unmask]>>
Reply-To: "Sparrow, Sophie" <[log in to unmask]<mailto:[log in to unmask]>
<mailto:[log in to unmask]>>
Date: Sun, 19 Oct 2014 19:56:41 +0000
To: <[log in to unmask]<mailto:[log in to unmask]>
<mailto:[log in to unmask]>>
Subject: Team dynamics problem
Greetings TBL colleagues -
I could use some advice.
For the first time in the 8 years I have been using TBL, I have a team
that is not working well. One of the team members (I’ll call him
Jeff-not his real name) does not talk to, make eye contact with, or
engage with the team unless they are working on a tRAT. When they are
engaged in team applications during class, he does not turn to face the
rest of his teammates, does not contribute and does not listen to them.
As with all students, he knows that team contributions count for 15% of
the final grade.
Context:
This is a first year graduate US law course, and I am working with teams
of 6.
On this particular team, half the students have come straight from
undergrad,and 2 of the others have worked for a while before coming to
law school. Jeff is a bit older than the others, has a PhD in science
and was educated in EU in predominately lecture-based settings. In his
team he has voiced his dislike of all the assessments in this course,
and said that he wished it were like some other law school courses,
where the only grade is on the final exam.
Students in this class have given and received anonymous midterm peer
feedback (now 2 weeks ago). Several of the members of the team have
several times come to talk to me about how to engage this student. In
the feedback he received, Jeff was asked to participate more. That has
not happened. The students had ideas about how to try to engage him
more, and he has not been responsive. At this point, two of the students
are very frustrated as they keep trying to get Jeff to work with them,
but they are finding that they are spending a lot of time trying to get
him involved when he appears to have no interest in doing so. They don’t
want to “write him off” and not engage him during team applications, but
they – and I – are not sure how best to handle this. A couple of team
graded team applications are coming up over the next month, and we have
2 more tRATs to do.
I am not sure how to respond to this situation, and would love your
ideas and suggestions.
Thanks much,
~ Sophie
Sophie M. Sparrow
Professor of Law
University of New Hampshire School of Law
[log in to unmask]<mailto:[log in to unmask]> <mailto:[log in to unmask]>
603-513-5205
--
Elanor Withnall, BVSc, MACVSc
Associate Professor of Anesthesiology
St. Matthews University
P.O.Box 30902
Grand Cayman, KY1-1204
Cayman Islands
British West Indies
+1 345 745 3199
+1 345 745 3130 (fax)
------------------------------
Date: Mon, 20 Oct 2014 10:32:27 +1030
From: Yiannis Fragos <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Interview questions for team members
--Apple-Mail-FAA206EA-BD39-4395-9152-5FE04427A286
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Team members within a successful team (a team that learns) each have individ=
ual perceptions of what team learning means.=20
I am preparing to interview 4 members of a successful community of practice w=
ho I have never met, about what team learning is, looks like, feels like, so=
unds like. Does anyone have any suggestions for questions that could generat=
e responses, particularly stories?
Regards
Yianni=20
Email: [log in to unmask]<mailto:[log in to unmask]>
Privileged or confidential information may be contained in this message. If y=
ou are not the addressee indicated in this message (or responsible for the d=
elivery of the message to such a person) you must not copy, deliver, use, or=
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------------------------------
End of TEAMLEARNING-L Digest - 17 Oct 2014 to 19 Oct 2014 (#2014-136)
*********************************************************************
Paul G. Koles, MD
Assoc. Professor of Pathology and Surgery
Chair Pathology
Boonshoft School of Medicine
Wright State University
140 White Hall
3640 Colonel Glenn Highway
Dayton, OH 45435-0001
937-775-2625 phone
937-775-2633 fax
[log in to unmask]<mailto:[log in to unmask]>