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)
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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
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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
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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
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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=
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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
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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
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------------------------------
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
>
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--
Ruth Boeker
Assistant Professor
School of Philosophy
University College Dublin
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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
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--
Ruth Boeker
Assistant Professor
School of Philosophy
University College Dublin
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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.
>
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