I always make teams on the first day of class. Sometimes I have to move people around after that first day because students don’t come back or because I want to prevent someone from being a token on their team. If I make changes past that
first week, students get very upset. No matter how strong the new team is – they are always convinced their first team was better. Team cohesion is strong and it happens quickly!
Best,
Jane Rongerude, PhD
Principal Investigator, Rental Property Research Consortium
Associate Professor, Dept of Community & Regional Planning
Iowa State University
From:
Team-Based Learning <[log in to unmask]> on behalf of Molly Espey <[log in to unmask]>
Date: Tuesday, August 30, 2022 at 6:54 PM
To: [log in to unmask] <[log in to unmask]>
Subject: Re: Material for introducing TBL to students
I want to add one tangential comment related to Larry’s comment “By the time they are done:1) The teams are well on their way to becoming cohesive,”:
Our semester just started Wednesday. I use the syllabus iRAT/tRAT with teams made based on where everyone sits that first day and make permanent teams based on a diversity
of data I have available about the students for the second class. I had students in two different classes verbally express disappointment that they weren’t to be with the group from the first day, and it wasn’t because they were sitting with a bunch of friends.
They very quickly learn to work together toward the common goal and most quite enjoy engaging with each other.
Molly Espey, Professor
John E. Walker Dept. of Economics
312H Wilbur O. and Ann Powers Hall
Clemson University
Clemson, SC 29634
From: Team-Based Learning <[log in to unmask]> on behalf of Larry Michaelsen <[log in to unmask]>
Reply-To: "[log in to unmask]" <[log in to unmask]>
Date: Tuesday, August 30, 2022 at 7:20 PM
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: Material for introducing TBL to students
Dear Marina,
I, like Jim, give students a practice RAT over the syllabus. The flow of the "unit" is as follows:
> I present a brief TBL intro including the fact that I use backward design.
> I demonstrate how I use backwards design by:
1) Explaining that the he first application will be students determining a grading system for the class and that they will be given a demonstration RAT over the syllabus and
the answers can be found in the course syllabus.
2) Giving them 10 minutes to study the syllabus (which contains information on the components that must be included in the grading system--including ranges within which they
have the opportunity to decide-- and a description of the process that they will need to follow to set the grade weights).
3) Giving the RAT and answering questions.
4) Having them actually set the grade weights for the class.
By the time they are done:
1) The teams are well on their way to becoming cohesive,
2) Students understand how TBL works.
3) Students understand and have generally bought into the grading process.
Larry
*******************************
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 Tue, Aug 30, 2022 at 4:01 AM Marina Di Carro <[log in to unmask]> wrote:
Hello everyone!
At the beginning of the semester, when I present TBL to my students (second year of a bachelor course in Chemistry), I use a group activity to show them how powerful and engaging is working in teams and how different the point of view of the single student is, if compared to a team. This activity, though, is not structured as a TBL module.
I’m looking for some material which could be useful for any subject (that is, not related in particular to chemistry or science), structured as a TBL module (i-RAT and t-RAT, at least one t-APP), to assign to student in order to show them how TBL works.
Thank you for any suggestion you may give me.
Kind regards
Marina Di Carro
**************************************
Prof. Marina Di Carro
Dipartimento di Chimica e Chimica Industriale
Via Dodecaneso 31
16146 Genova
010 3536198 (studio)
010 3536113 (portineria)
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