The Story of BEd 1 September 2009 Dianne Solly Lynn Bhania 2010
Should I tell her we only have 3 staff instead of 4? 120 students arriving in 3 weeks and I have just heard that we can’t have the seminar rooms we wanted.
But it’s all planned for 1 hour lectures and 4 seminar groups Dianne’s got a real problem – we need to think positively.
We need to think creatively. OK Let’s stop moaning and make a plan. Relentless positivity in action
What happened next? Despair Acceptance Need for change
The next slides show how we got from anger to willing acceptance...
3. Asking questions • Ask other people • Check what rooms are available • Look at other venues Yes, the Sports village and what about Bayfordbury? Do you teach in rooms in other buildings? That’s a good idea!
So there are big lecture theatres free in the mornings. Let’s book them all now and cancel when we have a plan!
With 2 hours we could combine the lecture and the seminars… …and we’ll only need 3 staff who could teach as a team
Cutting up the plan is helping us to see the picture and match sessions to rooms.
Look there are 4 themes emerging and the day at Bayfordbury gives us an extra 4 hours teaching … …and lots of opportunities to demonstrate good teaching strategies like using the outdoor environment.
Building the learning community Explore the de Havilland campus with your team. Together make a map indicating all the key features that would be useful for a new student to know. 1 person from each group should collect paper from Lynda Attwood. She will be in the corridor opposite room R118 between 1 and 1.30pm. Display your map on the ground floor corridor of R block between 4.30 and 5pm. Using post-its, write comments on at least 3 other maps indicating: *what you like about the map *what you have learnt from the map *what else the map could tell you
Amazing what you can do with only 1 piece of paper. Proving that less is more.
Problems make you think creatively and do things differently.
How did we hear the student voice? • blogs • photos • assignments • learning conversations • SFQs • films
1. Learners progress best in a safe, inclusive yet challenging learning environment “During our first few weeks at the University of Hertfordshire (UH) the BEd1 cohort engaged in various activities, which required us to work individually , in pairs, in small groups, in our seminar groups and as a whole cohort. The campus map and the facilities’ poster exercises instilled a sense of belonging to the University and the SoE much as children develop a sense of belonging to their school and their respective classes.”
2. All learners can expand their knowledge and deepen their understanding “We gained a greater understanding of the importance of the outside environment from the Bayfordbury trip. A truly memorable day; we were quite literally running around in circles in the orienteering task, and never did find our first clue! The beautiful sunshine, almost Mediterranean in quality, lent itself perfectly to the photography task, and the warmth made the mini-beasts quite lively!”
3. Learning develops through enquiry, exploration, discovery and critical reflection “In the School of Education I have seen this principle in action in a number of ways. On the first day in the campus map task I was working with people I barely knew. As a group we accepted the challenge, discussed openly how we were hoping to accomplish our goal, and became engaged in the task. We demonstrated resourcefulness when given limited materials with which to make our map, and creativity in the design and presentation.”
What did we learn? Throughout this we learnt 4 things. • less is more • problems make you creative • relentless optimism and positivity pays off • team teaching works brilliantly
And our final reflection… We realised that whilst redesigning the module we had lived the principles just as our students did.
Where next? Continue to explore new ways of using spaces: • Bayfordbury • Change lecture + seminar for combined sessions • Have these in lecture theatres • Team teach for 2 hours (fewer staff needed) • Chunk session into lecture/workshop/task in line with neuroscience research