Thanks a lot for this, it’s very interesting and confirms what a lot of us using TBL try to do. I have had more problems with teams
this last semester than for the last few years though, and wonder if anybody has any suggestions.
I had a class of 170 students with 25 teams. They are Veterinary Science and Animal Science cohorts, with some Animal Science students
scrabbling for every half mark they can get as they want to get into Veterinary Science.
Teams do a team contract in Week 1, and are with tutors an hour a week in groups of 4-5 teams to provide assistance as they work on
a semester long team project. The first part of this is evaluating scientific evidence relating to the use of farrowing crates in intensive piggeries using an Ethical Matrix, the second part is a video. They do a peer review, both formative and final, although
the formative one is not compulsory and not many students did that this year. (One thing I could change is to make this compulsory).
When there is friction in teams they usually go to their tutor first, and then if there is still a problem they will come to me as
course coordinator. In the team project they work on they do a peer review at the end, but this is not compulsory and I only change marks if at least 2 members of a team agree that a team member should receive a lower mark.
This year I had 2 teams with an individual team member who took over the team, and ended up completing a lot of the project themselves
in an effort to get a better mark. In neither team was there a peer review to reduce marks for any team member. Since the project was marked as a team effort and not for any individual, I spoke to both individuals at some length but they went away unhappy
as I didn’t give them higher marks for their contribution. Both students are trying to get into Veterinary Science, and are so focussed on marks I think they lose track of the actual work at times.
If anybody has had any similar experiences or has suggestions they would be gratefully received.
Best wishes,
Susan
Dr Susan Hazel
Senior Lecturer, Animal Behaviour, Welfare & Ethics
School of Animal & Veterinary Sciences
The University of Adelaide, AUSTRALIA 5005
Ph : +61 8 8313 7828
Twitter: HazelSJ
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From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Laura Madson
Sent: Saturday, 12 November 2016 7:21 AM
To: [log in to unmask]
Subject: interesting blog post on helping students work in teams
Hello everyone -
I tripped on this blog post describing two studies recently conducted by Erik Eddy and Caroline D’Abate. The link to the full post and an excerpt are below.
http://scholarlyteacher.com/2016/11/10/stop-assigning-team-projects-unless/
Excerpt:
When taken together, results of these two studies suggest that:
1.
Faculty who assign team projects without preparing their students to work in teams greatly increase the likelihood that students will have a negative experience
and student learning and performance will suffer.
2.
Teaching teamwork content is necessary but not sufficient for important educational and performance outcomes.
3.
Providing ongoing teamwork support is critical to team success and student learning. Faculty who provide ongoing team support maximize student engagement
and learning in the classroom.
cheers,
lm
Laura Madson, Ph.D.
Associate Professor
Department of Psychology
New Mexico State University
Las Cruces, NM 88003
[log in to unmask]
lauramadson.com
(575) 646-6207
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