Abstract
Team experiences afford opportunities for students to expand their self-knowledge based on peer feedback, yet feedback processes tend to be cumbersome and difficult to manage. Thus, educators often provide feedback only on the team’s work output. The purpose of this article is to introduce a simple, structured exercise in which team members share feedback about valued individual inputs to team process. The Appreciative Team Huddle helps students discover or refine knowledge about their best selves, experience positive emotions, and balance attention to deficits with a focus on leveraging strengths in team settings. Detailed instructions for facilitating the Appreciative Team Huddle for various target audiences and conducting the exercise online are included.
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