I've had a number of experiences with small classes. If I have 8-14, I'll go with two teams. I like larger teams because I use some really tough RATs and applications and teams of 4 (or smaller) tend to struggle. If I only have one team, simply telling them what typical scores are on the RATs turns out to be a very powerful incentive to do well. Many of the applications that are in a gallery walk format and I re-create two or three answers from previous classes and often one of my own while they are working on. theirs. Then, I do a simultaneous report and get a really thoughtful discessuon as they critique the entire set of posters. (Note: This also works great with 2 or 3 teams when you are concerned about getting a diverse set of answers.) ******************************* Larry K. Michaelsen, Creator of Team-Based Learning (TBL); Emeritus Professor of Management 44 NW 400th Road Warrensburg, MO 64093 USA cell phone: +1 (660) 624-4487 For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> ******************************* On Thu, Aug 13, 2020 at 10:35 AM Bill Roberson < [log in to unmask]> wrote: > Hi, All, > > I’ll add one more comment on TBL in small classes. I once had a class of 5 > students, and decided to see if the process would work with a single team. > I ran the one-team experiment just as I would a large class with a couple > of small modifications. > > > > The problem with a small class is how to make the instructor invisible > during team discussions. In a large class this is easy as the teams are > busy with their problem-solving. In a small class it’s much harder to fade > into the background. So, during the tRAT I would leave the room, then after > a few minutes, come back and sit down with the team and ask them how they > did. Then we’d discuss the questions they struggled with. I’d ask them to > consider appeals, and would leave the room again for a few minutes to let > them confer. > > > > During the 4-S application activities, same thing. I would go out of the > room and give them time to reach a decision. When I came back in I’d sit > down with them and ask them what they decided, and ask them to explain. I > simply became a member of the discussion. In this way I could probe the > topic with all team members, so the conversation was rich and inclusive. > The fact that they had debated amongst themselves made it possible for all > 5 of them to participate in this give and take with me. > > > > I was fortunate enough to have an office close to where the class was > being taught. This allowed me to disappear, yet still overhear the murmur > of conversation, so I could time the return if they finished the task > earlier than anticipated. > > > > Bill > > > > Bill Roberson, PhD > > Curriculum, Teaching and Learning Specialist | Centre for Innovation and > Excellence in Learning > > Vancouver Island University | 900 Fifth Street, Nanaimo, BC V9R 5S5 > > > > 250.753.3245 (2295) | [log in to unmask] | B305 - R511-C > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Graciela Elizalde-Utnick > *Sent:* Wednesday, August 12, 2020 5:30 PM > *To:* [log in to unmask] > *Subject:* [External] Re: [TBL_List] TBL in really small classes > > > > This message was sent from outside Vancouver Island University. Please do > not click links or open attachments unless you recognize the source of this > email and know the content is safe. > > Go for it! My classes typically have about 17 graduate students but in the > summer I have had as low as 10 or 11. My preferred team size is 5 with 4 > being the smallest size. So two teams of 5 is perfect in my world. You do > the same that you typically do with the larger classes. You just have two > teams and you should note that it will take less time than you are used to. > But it works beautifully In my classes. I find that with more than 5 it is > easier for students to participate less. > > Best, > > Graciela > > > > Graciela Elizalde-Utnick, Ph.D. > > Bilingual Specialization Coordinator, School Counseling & School Psychology > > Department of School Psychology, Counseling, & Leadership > > 1107 James Hall > > School of Education > > Brooklyn College – CUNY > > 2900 Bedford Avenue > > Brooklyn, NY 11210 > > 718.951.5876 > > > > Sent from my iPhone > > > > On Aug 12, 2020, at 3:32 PM, John Gotwals < > [log in to unmask]> wrote: > > > > CAUTION: This email is from outside BC, so examine it closely before > opening attachments or clicking on links > > > > Hi everyone, > > > > I just found out that my fall term course that usually has ~25 students, > may only have ~10. Does anyone know of a resource that presents best > practices for using TBL in really small courses? Or has anyone used TBL in > really small courses? If so, I'd love to pick your brain for tips... > > > > Cheers, > > John > > > > -- > > ********************************* > *Note: Due to the pandemic, I am currently working from home and having to > balance doing so with my partner’s work and parenting. This may lead to > delays in my response to email. * > > > > John K. Gotwals, Ph.D. > <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca%2fusers%2fG%2fjgotwals%2fnode%2f17457&c=E,1,P6Cl6otFrZ6n-RNeP_Aubf6KH5c3-pob2WXR1DtwQF0jXU9W4Z4NfsfJVJCUDdiY1hrzUibzifKGbNzt0PceMzSwVOJuHGiEX3NWXQCH&typo=1> > Associate Professor & Graduate Coordinator > > School of Kinesiology > <https://linkprotect.cudasvc.com/url?a=http%3a%2f%2fkinesiology.lakeheadu.ca%2f&c=E,1,eWqpHEWNl2pKvDJxXr8cy5Uxqa3UgUCuWS8qdbjxPwse_FBapcTh_pW_xYI9lw2KueCCRPvlfvCrmcF3Ty7TizNN2G8xcwOSPbfl-ROl2rC4qPBeq2d9SEo7&typo=1> > Lakehead University > <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.lakeheadu.ca&c=E,1,rBjKJCpapDkzfvF4rtO_aU_g-K3rjDhvQ8nSa-DaLVrclqQs7BxBxeArm1PL0UiwSosHw339IuDP5rjOSpoTyIZb9Z66ReWCK0V1pNBDqd8ZBqorXA,,&typo=1> > 955 Oliver Rd. > Thunder Bay, Ontario P7B 5E1 > Canada > phone: 807 346-7952; fax: 807 343-8944 > > > > [image: Image removed by sender.] > > *Lakehead University resides on the traditional territory of the Fort > William First Nation and the Ojibwe, Odawa, and Pottawatomi nations, > collectively known as the Three Fires Confederacy. I am grateful for the > opportunity to base my work out of that territory. * > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <http://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 here. > <http://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 here. > <http://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: http://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.