Frank Smith’s “To Think” states “understanding is easy when it is not a particular focus of attention … when the brain is in charge of its own affairs…in the light of its own experience.” (Smith, 2014) Based on this dogma, my colleague Jennie Blake, from the University of Manchester, and I have developed a methodology, informed by Dweck’s work with mind-set, which puts the learner in control of determining value and values meaningful activity over the search for one correct answer (Dweck, 2006). This methodology frees the trainer from the role of expert and leads to the creation of innovative learning opportunities, allowing trainers from different learning disciplines to contribute their expertise to the sessions.

Based on this methodology I delivered a workshop at the recent Learning and Teaching conference run by the Centre for Excellence in Learning and Teaching (CELT) at Manchester Metropolitan University (MMU). The purpose of the workshop was to introduce this style of teaching to a cohort of colleagues from across the University, demonstrating its practicalities by implementing its own methodologies in the delivery of the workshop itself. 

As discussed by McNeal (1998), the best classroom practices involve the participants through hands-on experiences, working together while they learn, use their knowledge and conform their skills. This method of learning can be thought of as experiential learning, which Kolb (1984, pp. 41) defines as, “the process whereby knowledge is created through the transformation of experience.” In addition to sampling some of the exercises that I had developed, the participants were also encouraged to work together to develop their own activities using the facilitator-led model.

Hands-on experiences help to conform skills (Photo credit: St0rmz)

I have used this facilitator-led model before in my teaching, mainly when working with my students on ‘employability and research skills’, such as time management and argument construction. Whilst the CELT workshop was a staff development training session, working with my colleagues was actually a surprisingly similar experience to working with my students; the key to both groups of participants realising the learning outcomes being to ensure that they have ownership of what they are doing, and that they feel empowered by what they know, share, and learn. For example, when brain storming ‘Top Tips for Time Management’ I made my own list, selected from literature on the subject, and then shared this with the group. In every instance that I have done this, as was the case here, the ‘top tips’ brainstormed by the group are almost identical to the list that I have produced. This approach lends further credence to the notion that the participants have the required knowledge, they just need encouragement on how to apply it.

The feedback that I received from the CELT workshop, whilst being of an informal nature was incredibly encouraging, with all of the participants informing me that they had enjoyed the learning process, whilst taking an active role in it. These positive responses were very reassuring, as creating a space for fun fosters a learning environment that promotes engagement, deep learning, and meaning (Robinson and Kakela, 2006).

The MMU Strategy for Learning, Teaching and Assessment (SLTA) is underpinned by the corporate strategy on Student experience, which states that the University aims to “Create an excellent learning environment… Through placing students at the heart of the learning journey of a forward-looking academic community.” By challenging the role of the expert and by implementing this methodology in my teaching practices I am helping to ensure that the students themselves contribute towards creating an outstanding, inspiring and sustainable environment for learning. Following on from the CELT workshop, I aim to continue with my research into the use of this pedagogic technique, and also to encourage my colleagues to implement this methodology into their own teaching practices.

Action Points

• Continue the development of this teaching methodology, utilising a relatively large-scale and long-term study to formally assess the pedagogic benefits to experts, learners and facilitators
• Explicitly implement the ‘facilitator-led’ model into my own teaching practices, by running at least one of my lectures in the ‘Science Communication’ level 7 module, which I teach.

To elaborate on the second action point; I think the students of this course would benefit greatly from a facilitator-led workshop, especially towards the end of the module. This would allow them to reinforce what they had learnt so far, and would also enable them to share best practices and get assistance from one another in a very comfortable environment.  As noted by Lizzio et al. (2002), interactive processes are greatly enhanced by making their motives transparent for students. By informing them of this method of learning in the build up to its implementation, the students will have time to reflect on what will be expected of them during the facilitator-led environment. An ideal workshop would be one in which the students were able to provide formative feedback to their peers about their presentational skills, and to have informal discussions about what constitutes effective communication, based on what they had learnt on the course, and also on their own personal thoughts and experiences.

References

DWECK, C. 2006. Mindset: The new psychology of success, Random House LLC.

KOLB, D. A. 1984. Experiential learning: Experience as the source of learning and development, Prentice-Hall Englewood Cliffs, NJ.

LIZZIO, A., WILSON, K. & SIMONS, R. 2002. University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27, 27-52.

MCNEAL, A. P. 1998. Death of the talking heads: Participatory workshops for curricular reform. College Teaching, 46, 90-92.

ROBINSON, C. F. & KAKELA, P. J. 2006. Creating a space to learn: A classroom of fun, interaction, and trust. College Teaching, 54, 202-207.

SMITH, F. 2014. To think: In language, learning and education, London, Routledge.