This has been a very valuable thread with great suggestions. Thank you! I love the vignettes, the self-reflective questions from Tine, and the talking stick from Jim. All good ideas we can incorporate here at Royal Roads University. Trish Trish Dyck, MA, PIDP Manager Student Team Performance| Royal Roads University T 250.391.2600 ext. 4463 | TF: 1.800.788.8028| F 250.391.2670 Office: Library 116 LinkedIn<ca.linkedin.com/in/sarahchet/> | Facebook<http://www.facebook.com/RRUStudentServices> | Twitter<https://twitter.com/#!/rrulife> 2005 Sooke Road, Victoria, BC Canada V9B 5Y2 | royalroads.ca<http://royalroads.ca/> LIFE.CHANGING Traditional lands of the Xwsepsum (Esquimalt) and Lkwungen (Songhees) families. From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Ruth Boeker Sent: Monday, January 21, 2019 12:55 PM To: [log in to unmask] Subject: Re: Whether to intervene when a student dominates the team discussion Hi All, Here's a task that I like my teams to solve early during the semester to develop good strategies for team discussions: Assume you prefer to talk through ideas to arrive at a conclusion. Another member of your team finds this distracting and prefers to think quietly for a time before offering a suggestion. What is the best strategy to ensure an effective decision making approach for everyone in your group? 1. Ask every student for their opinion before you reach a final team decision. 2. Let the vocal students talk and don’t wait for quiet students to join the discussion. 3. Before you start the team discussion, ask if everyone is ready to participate. 4. Take turns when opening discussions so that different students speak first. 5. Some other strategy – please specify. Ruth On 21/01/2019 8:20 PM, Tine Reimers wrote: Hi, I like Jim's solution best because it requires everyone to have a turn without there being a "rule" imposed that sounds like it's aimed at anyone in particular. However, I have in the past used a brief self-reflective questionnaire (see below) to get students to think for themselves about whether they are contributing fairly. After they have time to answer for themselves, I give teams 15 minutes to discuss with their team. I leave the room during that time, and when I get back, we get back to the business of the class. Because the students have to think about their own performance, not just that of others', they don't play the blame game. Also, it keeps me out of negotiating between team members: the entire responsibility is theirs. Group Dynamics Questionnaire You’ve now had 2 RATS, a team preparation for an individual test and team applications. It is time to take a look at your teamwork and make sure it is working well. Please take a few minutes to answer the following questions in writing for yourself. When you have finished answering all the questions, you will discuss your answers with your team. It is important to be honest and constructive during this exercise—team members who are not fulfilling their duties need to know it, but in such a way that the team functions better. Be careful in how you give your feedback! 1. When you are working in your team: a. Does everyone come to class prepared? Do you? b. Does everyone participate? Do you? c. Is everyone listened to? Are you? d. Does someone dominate the others? Do you? e. Is there someone whose ideas do not get heard? Are yours? 2. Take a look at your team rules—is everyone in your group following them? Are you? 3. What strategies can you think of to improve your team’s work? 4. What strategies can you use to improve your own teamwork? Tine -----Original Message----- From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward Sent: Monday, January 21, 2019 11:56 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Whether to intervene when a student dominates the team discussion Hi I always like using a version of Haida talking stick Basically each student get a fixed period of time - probably in this case 1 minute - the first student gets to share their thought uninterrupted (no cross-talk) - then move to next student - next student - etc Until everyone has had an uninterrupted share - then the group conversation begins with cross-talk allowed jim Jim Sibley Director http://cis.apsc.ubc.ca/ Faculty of Applied Science University of British Columbia | xʷməθkʷəy̓əm (Musqueam Territory) CEME 1214-6250 Applied Science Lane Vancouver, BC Canada V6T 1Z4 Phone 604.822.9241 Email: [log in to unmask]<mailto:[log in to unmask]> <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx> Check out my book Getting Started with Team–Based Learning <http://www.learntbl.ca/><http://www.learntbl.ca/> Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca> <http://www.learntbl.ca/><http://www.learntbl.ca/> © Copyright 2018, 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. On 2019-01-21, 11:49 AM, "Team-Based Learning on behalf of Mark Stevens" <[log in to unmask] on behalf of [log in to unmask]><mailto:[log in to unmask]@UBC.CA> wrote: Hi all - I'm currently teaching a 7-person class with a single team. I am finding that one of the students talks almost non-stop during the team activities, and that 3-4 of the remaining students say almost nothing because the talkative student doesn't give them much of a chance. The talkative student is very knowledgeable and is usually saying something useful and on the right track, but I am worried that the other students will disengage and get frustrated. I always have my teams complete an ungraded midterm peer evaluation to provide constructive feedback to their teammates on their behavior/performance, and the midterm comments always include some combination of encouraging the talkative students to give quieter students more chance to talk, and encouraging the quieter students to talk more. As a result, I have found that the students tend to balance out the over/under talkativeness issues on their own via the midterm peer evaluation comments, if not sooner. But in this case, my talkative student is SO talkative that I'm not sure I should wait another 3-4 classes for the midterm evaluation to start the process of balancing the team out and I wonder if I should intervene in some way to help out. What do you all think? Do you think I should intervene (and if so, how?), or should I leave it up to the students to find a better balance on their own? Thanks, Mark -- Mark Stevens, PhD, MCIP Associate Professor, School of Community & Regional Planning Director, Planning Evaluation Lab University of British Columbia 433-6333 Memorial Road Vancouver, BC V6T 1Z2, Canada http://www.scarp.ubc.ca/people/mark-stevens 604-822-0657 ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website. ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website. ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website. -- Ruth Boeker Assistant Professor School of Philosophy University College Dublin ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> Further information about the UBC Mailing Lists service can be found on the UBC IT website. ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.