What is Block Teaching?

Using a hybrid block teaching model (whereby a single module is studied and assessed before moving onto the next). Block teaching has been proven effective in increasing engagement and attainment (see University of Suffolk, and Victoria University).

The hybrid UoPL proposition is designed by also having a teaching model that has sequential modules with a parallel 12 week module to allow for a ‘glue’ module that runs across a teaching block. This module can also be used by courses where longer reflection time is required and a short intense teaching model is not optimal.

Keep Up - Each block will be followed by a timetabled drop in week for keep up/catch for students that have missed sessions or struggled with the concepts being taught.

Assessment - There will then be an assessment week where students assessment is completed and feedforward is provided ready for the next block.

Annex 1 shows the two models mapped to CMIS dates.

Benefits

• Supports

  • • Inclusion - timetables published months in advance helps caring/work commitments to be scheduled around face to face teaching.

    • Engagement - students less likely to miss a four hour section compared to odd hours spread across five days.

    • Room usage 100%

• Improved results (based on Suffolk reporting)

• Less ECFs  (based on Suffolk reporting)

• Removes assessment bunching

• Provides early indicators of students requiring extra support

• Academic time can be managed to allow for blocks focused on research/scholarly activity

• If an academic is ill, due to scheduling all lecturers from that subject group would potentially be available to cover.

Our ask to enable this:

• Induction week is either folded into teaching or moved back a week - TB1 currently only has 10 weeks teaching in it.

• Curriculum Framework:

• The new delivery models would need to be added to the ones stated in the curriculum framework

•  Allow two 40 credit modules at L6 to support individual dissertation and large group project.

• ECF - guidance on whether the standard 10 days is appropriate for the block teaching models.

This simple explanation is that taught content is run in blocks consecutively rather than concurrently with each module taught and then assessed before moving on to the next. The University of Suffolk has implemented block teaching as their chosen pedagogy, which was based heavily off the work undertaken by the University of Victoria in Australia.

The London Campus approach takes a range of ideas from other block teaching experience and will have each week taught sessions that do not follow the traditional lecture format (1 to 2 hour sessions designed to provide content to the student). They will be taught in 4 hour workshops, designed to promote active learning using a range of activities within the sessions.