My thought is to intervene before annoyance turns to anger. You could tell students you were thinking about moving the mid-term peer evaluation up a few days and ask for their input. Alternatively, you could pull the talkative student aside and talk to him/her about his/her group behavior and give him/her a chance to reform before the peer evaluation. Dr. Ann Bainbridge Frymier Chair of Institutional Review Board Professor Strategic Communication Miami University 140 Williams Hall (513) 529-7473 On Tue, Jan 22, 2019 at 3:00 AM TEAMLEARNING-L automatic digest system < [log in to unmask]> wrote: > There are 9 messages totaling 2644 lines in this issue. > > Topics of the day: > > 1. Whether to intervene when a student dominates the team discussion (9) > > ######################################################################## > > 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. > > ---------------------------------------------------------------------- > > Date: Mon, 21 Jan 2019 11:49:08 -0800 > From: Mark Stevens <[log in to unmask]> > Subject: Whether to intervene when a student dominates the team discussion > > 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 19:56:20 +0000 > From: "Sibley, James Edward" <[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] > <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx> > > > Check out my book Getting Started with Team–Based Learning < > http://www.learntbl.ca/> > Check out my TBL website at 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]> 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 19:59:29 +0000 > From: "Winter, Liz" <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > Hi Mark, > A few thoughts... > Have you considered an informal team check in to discuss what is going > well and what could change for the better? > Also, I wonder whether your discipline formally acknowledges/values team > functioning (within/across disciplines and other stakeholders)? If so, I > wonder how seeding the discussion with questions about how their team > process is an opportunity to parallel the functioning of their > professional/vocational world and the value of surfacing voices less > heard. > The instrument you are using in a few weeks as a formative assessment > could also ground a discussion in class, if your learners have not seen it > yet. > Liz > > > Liz Winter, Ph.D., LSW > Child Welfare Resource Center > School of Social Work > University of Pittsburgh > 717-601-6896 > > NOTICE: The information transmitted is intended only for the person or > entity to which it is addressed and may contain confidential and/or > privileged material. Any review, retransmission, dissemination or other > use of, or taking of any action in reliance upon, this information by > person or entities other than the intended recipient is prohibited. If you > received this in error, please contact the sender and delete the material > from any computer. > > > -----Original Message----- > From: Team-Based Learning [mailto:[log in to unmask]] On > Behalf Of Mark Stevens > Sent: Monday, January 21, 2019 2:49 PM > To: [log in to unmask] > Subject: Whether to intervene when a student dominates the team discussion > > 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 > > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.scarp.ubc.ca%2Fpeople%2Fmark-stevens&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Xh5u%2BNx%2BibReaRZ2k4DLqNI1qjF6pcRpn4WTiUD6nFk%3D&reserved=0 > 604-822-0657 > <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.scarp.ubc.ca%2Fpeople%2Fmark-stevens&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Xh5u%2BNx%2BibReaRZ2k4DLqNI1qjF6pcRpn4WTiUD6nFk%3D&reserved=0604-822-0657> > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the following > link: > > https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.ubc.ca%2Fscripts%2Fwa.exe%3FSUBED1%3DTEAMLEARNING-L%26A%3D1&data=02%7C01%7Ceaw44%40PITT.EDU%7C64b89d3014604c900cd508d67fd994c9%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636836969817003107&sdata=Y0U7VN0WGPGveOHVBC2FApRAqYSruGFVNpIgNUpPISc%3D&reserved=0 > > 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 20:01:48 +0000 > From: Molly Espey <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > I have felt compelled to address this sort of problem just once. I asked > the student to meet with me outside of the class time and was straight > forward about it. I explained that some people need some quiet time to > think through problems or questions before jumping into it with the team. > I suggested she try to let someone else start the discussion, making it > clear her contributions are valuable but that others are clearly hesitant > to talk but likely also have useful contributions to make. This was about > 10 years ago, so I don’t remember all the details, but it made an immediate > and positive difference in how the team functioned. I recall following up > with her to make sure she was okay with it and she acknowledged how it > changed everyone’s interactions. > > Molly Espey, Professor > John E. Walker Dept. of Economics > 247 Sirrine > Clemson University > Clemson, SC 29634 > (864) 656-6401 > > > On 1/21/19, 2:49 PM, "Team-Based Learning on behalf of Mark Stevens" < > [log in to unmask] on behalf of [log in to unmask]> 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 > > https://urldefense.proofpoint.com/v2/url?u=http-3A__www.scarp.ubc.ca_people_mark-2Dstevens&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=LhSfMobsZJIcgMu_lezs0PW9PgwuuUJhziotDcKkBzs&e= > 604-822-0657 > > > ######################################################################## > > To unsubscribe from the TEAMLEARNING-L list, please click the > following link: > > https://urldefense.proofpoint.com/v2/url?u=https-3A__lists.ubc.ca_scripts_wa.exe-3FSUBED1-3DTEAMLEARNING-2DL-26A-3D1&d=DwICaQ&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=45N1t8RJ-DEz4bMRs7eKAdJIqhP2zj0fY5HI0SWfkfI&m=rT69TPSHq_Vf4sLBHZ1nHH2MmK_sxlk2x7EDyHZN4TI&s=N3Kwg-x02jByw8OlXMgW9oQMPwBz1u-o6jI1sIbJFnQ&e= > > 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 20:08:37 +0000 > From: "Serva, Mark A." <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > Mark-- > > Dominating students is a problem. I have attached one exercise that I have > used at the start of the semester to mitigate this (as well as other) team > problems. The attachment contains 6-7 vignettes that represent common > problems that teams face. I hand out the problem, one per team, and give > the team only 2 minutes to "solve the problem". All six teams write as > much as they can in that two minutes (note that each have a different > vignette). When two minutes are up, each team folds the paper to cover the > comments and passes it to the next team. The new team is not allowed to > read what the previous team(s) wrote. The exercise continues for another > 2-3 passes. On the last pass, the final team gets to read the previous > comments, as well as report back to the class on their final > recommendations. Feel free to edit the comments as you see fit, to meet the > problems that you commonly see. > > Why does this work? I think teams go through some cognitive dissonance: > teams are less likely to exhibit the dysfunctional behaviors, since they > have discussed why they are dysfunctional, as well as how to handle them. > The short timeframe makes them focused on solving the problem, so they > don’t have time to self-examine their own behaviors. Also, the exercise > give teams a safe language for dealing with these behaviors, if they do > manifest themselves. If "Gary" is the talkative student in one of the > problems, for example, and one of the members overshares, one team member > can say, "OK, 'Gary', let's let someone else talk." > > Another suggestion: At the start of class, have the team assign each > member a number (1-7). At the start of an exercise, tell the team that #3 > is expected to report back, so be sure to brief him/her. Rotate the numbers > during the session. If your students are advanced enough, don’t tell them > until just before the report back: then all members will need to be ready, > since none will know who will be reporting. > > Finally, I might suggest dividing the group into two teams. Seven is > pushing the size a bit, and large teams encourage more passive students to > hide. Two smaller teams might up the participation a bit. > > > Mark A. Serva, Ph.D. | Associate Professor of MIS > Advisor for Management Information Systems Programs > 012 Purnell Hall | Newark, DE 19716-2715 <x-apple-data-detectors://4/0> > Office: 302-831-1795 <tel:302-831-1795> | Mobile: 302-562-4308 > <tel:302-562-4308> | Email: [log in to unmask] > > > On 1/21/19, 2:49 PM, "Team-Based Learning on behalf of Mark Stevens" < > [log in to unmask] on behalf of [log in to unmask]> 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 > > ------------------------------ > > Date: Mon, 21 Jan 2019 20:20:45 +0000 > From: Tine Reimers <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > 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] > 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] > <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx> > > > Check out my book Getting Started with Team–Based Learning < > http://www.learntbl.ca/> Check out my TBL website at 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]> 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 20:55:00 +0000 > From: Ruth Boeker <[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] > > 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] > <applewebdata://285DF69B-4A03-4096-8CA2-A77E89C8EB2A/UrlBlockedError.aspx> > > > > > > Check out my book Getting Started with Team–Based Learning < > http://www.learntbl.ca/> Check out my TBL website at 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]> > 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 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. > > ------------------------------ > > Date: Mon, 21 Jan 2019 21:23:05 +0000 > From: Trish 1dyck <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > 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 List > > ------------------------------ > > Date: Mon, 21 Jan 2019 18:27:20 -0600 > From: Karen Peterson <[log in to unmask]> > Subject: Re: Whether to intervene when a student dominates the team > discussion > > Mark, > I just want to throw this one thing out there. Does the talkative student > have accommodations? Could he have Asperger's Syndrome? This > characteristic is typical of them, and if he does have it, you may need to > reconsider how you deal with the problem. > > Karen > > > ___________________________________________________________________ > Karen Peterson > Department of English > Humanities 263 > 251-460-6148 > 251-709-8434 cell > University of South Alabama > 5991 USA Drive, North > Room 240 > Mobile, AL 36688 > > > > > > On Mon, Jan 21, 2019 at 1:49 PM Mark Stevens <[log in to unmask]> 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. > > ------------------------------ > > End of TEAMLEARNING-L Digest - 16 Jan 2019 to 21 Jan 2019 (#2019-9) > ******************************************************************* > ######################################################################## 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.