In reading your description of the activities, I find myself wondering
about what happens during the RATs. If you are using IFAT's or some other
means of feedback on EACH decision, it is really rare when the levelling
effect doesn't carry over into the applications. The only times I'm aware
of when IF-ATs haven't worked have been when the RAT questions were so easy
that the talkative student was getting a perfect score. The other aspect of
the situation that is working against you is that you don't have a
simultaneous report from other teams' to challenge the thinking of the
assertive student and help quieter students in this team find the courage
to speak up. That is an inherent disadvantage of having a single team.
However, I've had pretty good success with using a simulated simultaneous
report (i.e., answers from teams in previous courses) then defending the
previous teams' choices by voicing the logic they had used to justify their
choices.

Larry

*******************************
Larry K. Michaelsen, Emeritus Professor of Management
Ásatún 42 #201,
Akureyri 600, Iceland
cell phone: +354 618-4517

For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
*******************************


On Mon, Jan 21, 2019 at 7:49 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.