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

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