the natural powers of storytelling or reflections on week 8 #lthesep12 @pgcap

Can’t believe we reached the end of week 8 already! Where did this semester go? Did and do we have (too much) fun? This was officially the last time my #lthesep12 class got together face-to-face as next week is fully online and in the following week the Professional Discussions take place. Missing my students already… at least we will have the opportunity to come together again for our Christmas picnic on the 12th of December at 12pm. Yeh!!!

This is our 5th LTHE cohort and I can’t stop thinking how different things are with each cohort. Despite the fact that there is a common thread running through, with a new set of students each session feels completely different.  Of course the resources have been enriched and changed, the activities and supporting materials refined too, some removed and new ones added as well. I do want to keep this offer fresh and not just repeat stuff that I have used before. I guess, I have also matured (?) in facilitating this module and feel ok to pick ‘n’ mix more organically and intuitively bits out of my toolkit and re-mix and re-purpose activities and resources that I have created over the last few years. I love looking back at my reflections from previous cohorts and also remind myself of what we experienced together. Looking at the photographs we have been taken and stored in our Flickr album is a great help to re-visualise specific moments. I am so pleased I started capturing these moments from the very beginning and we have now such a rich photo album of the module and our experiences.

This week we had the opportunity to immerse ourselves in another curriculum design approach. While last week we experienced storytelling, this week we adopted a Problem-Based Learning approach to investigate assessment and feedback. As many of my students didn’t have first hand experience of PBL, they were asked to access some of the resources in advance of the session and we also looked at the basics at the beginning of the session with one of my students who is an experienced PBL practitioner.

LTHESep12 week8 assessment and feedback via PBL

Jo in action showing a PBL trigger she is using in her practice

I was observed during the assessment and feedback session with my last cohort by our External Examiner and this is why this particular session was more vivid in my memory perhaps than any other. So, when I started redesigning this session for my current cohort, I wanted to make sure that I would apply the lessons learnt from that peer observation. The key point then was “less is more” throuh decluttering the session. I found that really challenging but I wanted to give it a go. If you would like to read and access all the resources (including video clips from the observed session as well as the open feedback conversation that followed) linked to the peer observation, click here.

Ok, back to now 😉 While I was designing this session, I had some extra tools in my bag which I would only use if I spotted a real opportunity and always keeping in mind the main task! This was really hard as I had extra goodies which I wanted to share with my students. I had to burry my excitement and be patient and wait to see if there was an opportunity to bring them out of the bag… so to speak.

1. How did I feel?

Very pleased that my students keep coming to the sessions, first of all, despite the fact that there are plenty resources online and activities that could keep them going on their own… but would they? What is the added bonus of coming together as a class? What do my students think?

Very pleased to see my students bonding and having conversations in advance of the session. Seeing them smiley and positive and keen to get started is really motivating. I love to surprise my students and try and keep my offer fresh and do different things together that make them think and hopefully act too. This is I think the only and most important thing I can achieve. I can’t change anybody and I don’t want to! But if something I say or do, makes my student think and re-think about themselves, their students and their practice this is fantastic. If this thought then extend to deeper reflection, exploration and experimentation, which I have seen happening, it is pure magic!

LTHESep12 week8 assessment and feedback via PBL

ready to go! Supporting PBL resources and devices

So, I felt positive but also wanted to make sure that I keep on track and focused on what I wanted my students to learn this week. It wasn’t an easy task since we didn’t only look at assessment and feedback but also we were trying to do this via PBL. Were my plans too ambitious? No. We need to be challenging and we need to challenge ourselves!

I also felt extremely proud of my students, all of them and how they embraced this session. First of all I loved their openness and honesty about last week’s session. It was useful for me to hear different voices about last week’s session and how perhaps some felt that they didn’t get much out of it (I would add yet, as I believe that it will click sooner or later, the proof if this also started coming out during this week’s session). We do need to be brave to ask our students and accept that some of the stuff we are doing or trying to do with them feel a bit strange or pointless. These more critical voices will help us refine our approaches further. It helped me in this way and while in the past, I probably felt hurt, I have now changed and really do see the benefits of all honest feedback as I would like to improve my sessions and maximise what my students get out of them. So thank you for being so honest my dear students 😉

LTHESep12 week8 assessment and feedback via PBL

visualising reflections on last week’s session

2. What did I learn?

Decluttering is good! The session made me think: do we too often over-stimulate our students? Or is this not possible? In the world of mass-distructions, are we all effective filterers? Can we ignore distructions? Bits that get in the way and hinder us from staying focused and on task? But what would be wrong if we suddenly change direction? What if the big learning opportunities are actually created by some of these distractions that we can’t resist? Not sure if all that makes sense here and I didn’t really plan to write about it but my fingers are hitting the keyboard and I guess I am thinking about these things as well as I am reflecting on cluttering and decluttering. Before Simon observed me last time I ran this session (even running sounds horrible but I am going to leave it!) I never thought that my sessions are cluttered. Maybe I would characterise them full or varied or rich but not cluttered. Cluttered has a negatve aftertaste and maybe that is why I still remember his words so strongly and I think this is a good thing because he did make me look at my sessions in a different light and re-think what I am doing, how I am doing it and most importantly why.

We do need to trust our students and this is something I have discovered a while ago but the idea resurfed this week. We need to trust them that they do want to learn and give them the time and space to do so. I think this happened despite the fact that some might have felt that they didn’t have enough time this week. Too much time can also be bad and the more time we get the less some of us might do, so productively doesn’t really increase with the time available. What we need is focused time on activities and I think we got that.

LTHESep12 week8 assessment and feedback via PBL

my thinking classroom

The PBL groups worked well together and everybody contributed to the task (I made some observations regarding how the chairs operated within the PBL groups which correspond with previous similar situations and evidence to me that PBL as a one off might not be the most effective way to build more generic skills but I suppose, there is an opportunity to take some of the PBL roles out and use them in other collaborative learning activities that will enable students to develop a variety of skills. I think there is an opportunity there for me to do this a bit more in future sessions!!!) and sticking the instructions to the tables this time, did work better than last time. Also the roles where there and the simplified FISh model developed in collaboration with Lars Uhlin worked better than more complex and more widely used PBL models. Structure and scaffolding of learning is important but I do think that too much complicated structures turn learners into robots and this is not something I would like to encourage. Definitely not!

I loved how my students in all 4 PBL groups, and then the two supergroups we formed to share the findings with each other, decided to use storytelling as a way to do this. I didn’t influence them or made any suggestion. Was this a conscious decision (based on last week’s approach) or did this happen naturally? As we humans love stories anyway? I would love to find out. Especially as we immersed ourselves into storytelling with and about students experiences at uni… I am pleased I recorded both and share them with you here. They are both wonderfully creative with powerful messages and I would also love to find out what my students’ students would say watching these. Could any of you share these with your students and let me know their reactions?

3. What would I do differently?

Overall, I am pleased with what we achieved during this session. Mixing PBL and storytelling, the second, thanks to my students ;), to investigate assessment and feedback practices in HE worked really well. I am pleased I decided to declutter the session, use FISh, the simplified PBL model but it did feel strange that we didn’t make a proper feedback sandwich, with proper bread, lettuce and the rest (but the metaphorical feedback sandwich was discovered by one of the PBL groups with a little help from the Sandwich fairy 😉 I also didn’t share the magic white sauce story with my students, which is a shame, I think…

So, what would I do differently?

LTHESep12 week8 assessment and feedback via PBL

We asked students studying at Salford: Why do you need to be assessed? Why do you need feedback? Their responses made my students think!

  • It would have been useful to have a set of resources within the classroom, a mini resources-bank or mobile library with books and journal articles around assessment and feedback beyond the digital resources in the classroom.
  • I could also invite students to participate in this session and perhaps I could ask the Student Union to help me find a few who would like to take part in this week’s activities.
  • Another idea that just popped into my head would be to invite 2 academics who experience a dilemma with their assessment and/or feedback practice and use their story as a trigger, so that the problem is definitely authentic. Actually the more I think about it the more convinced I am that I should give this a go with my next cohort.

There is always room for improvement. 😉 Looking forward to planning some of the above ideas with the next cohort. Exciting and excited again. This is the way it should be…

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One thought on “the natural powers of storytelling or reflections on week 8 #lthesep12 @pgcap

  1. Pingback: the natural powers of storytelling or reflections on week 8 #lthesep12 @pgcap by Chrissi Nerantzi | PGCAP News Blog

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