1. ‘You Can’t Do THAT!'Replacing Small Group Teaching With Formative Essays: A Case Study Mr Warren Barr Senior Lecturer , SLSJ Law Teacher of the Year 2006

2. Overview Promoting Independence and E-Learning: ‘Teach Smart’ Initiative Module Design: Land (LAW042) Supporting self-learning Embedding skills Embedding e-learning Student Reaction Concluding Remarks

3. Background: Teaching Delivery: Engaging Students As Independent Learners

4. Traditional ‘Law’ Delivery Professional Subject Mandatory Modules – 7 subjects (225 credits) 250+ students per required module 100+ for optional modules Traditional Delivery & Assessment 24 Lectures + 5 Small Group Teaching Tutorials/Seminars (12 per group) Traditional Assessment Methods Issues High volume of repeat teaching Lack of student engagement (preparation, participation) Feedback Issue

5. ‘Teach Smart’ Initiative Improve Student Experience Students Engaged as Independent Learners Increased Transferable Skills Staff Engaged with High Quality Learning Experience and a Supportive Learning Environment Free up research time for teaching staff Hours of Repeat Teaching Reduced Other Time Savings In Delivery Methods

6. ‘Teach Smart’ Initiative Rethinking Delivery Structured and more engaging learning: E-support and e-tasks Emphasis on collaborative work (e.g. group work) Emphasis on student engagement Structured learning – pre- and post- delivery engagement Improved feedback

7. Module Design: Land (LAW042)

8. Example 2: Land Law (Optional – Mandatory) 15 credit module (‘short, thin’) 24 lectures + 5 tutorials for 250+ students Repeat Teaching Groups of 10 students = 25 tutorial groups Delivery Hours: 125 per Semester Standard, Didactic Lectures Tutorial Preparation: Students Conduct Individual Preparation and Participate In Interaction With The Tutor Feedback: One Piece of Formative Written Work Assessment: 100% unseen examination (3 questions in 2hrs 15 mins)

9. Example 2: Land Law (Optional – Mandatory) 15 credit module (‘short, thin’) 24 lectures for 250+ students 10 x 50 min ‘drop in’ sessions Replace tutorials/seminars Voluntary – structured Q&A round topics (6) Feedback Q&A sessions (4) on formative essays 4 formative essays per student On major substantive issues – mixture of essay and problem questions Feedback Individual and Collective Feedback on Each Formative Essay Online Skills exercise feedback MCQ feedback Assessment: 95% unseen examination (2 questions in 1hr 30 mins) + 2 MCQ tests (each worth 2.5% each)

10. Supporting self-learning Drop-In Sessions (Substantive) Not compulsory – students attend if feel they will benefit Set question around which to consider issues Allows for taking material communicated in lectures, and supported by independent study, and apply it to problem solving scenarios Carefully timed to follow conclusion of lectures on topic and before formative essays Formative Essays Attempt ex-exam questions as part of learning Individual and collective feedback Tutors and students have better understanding of individual performance and how to improve Supported by drop-in sessions to explain feedback

11. Embedding skills Formative Essays Designed to capture different skills sets – two problem solving questions, two essay style questions Matched carefully to learning outcomes of modules Embedding subject skills through ‘doing’ Online Skills Test Students self assess and, depending on score achieved, are given feedback through the exercise on how to improve basis skills Transferable skills Written communication, access to e-learning Self-directed learners Supported by clear evidence of how time should be spent each week

12. Embedding e-learning Online Tests Online Skills Test – reflective practice Online Assignments – MCQ questions with detailed feedback for individual answers Podcasts of Lectures Available after lecture Support learning – easy access through Blackboard No appreciable impact on lecture attendance

13. Student Reaction

14. Student Surveys Most students very happy with all aspects of module e.g. The lecture podcasts have been an invaluable tool for revising and also listening to after the lectures which have enabled me to make better notes that I would normally, and in turn, allowed me to get to grips with the subject better. I found the online tests very helpful as they tested your knowledge at points throughout the semester which encouraged students to thoroughly understand the topic rather than just around the exam period. The compulsary essays were a great idean and the feedback drop in sessions were very helpful because the staff made amazing effort to identify our mistakes and help address problems they found. They… allowed us to gauge our progress and understanding of the module and gave us enough time to correct our mistakes… before assessment.

15. Student Surveys Some criticism: Individual Feedback Varied In Quality Some students failed to understand nature of feedback and purpose of drop-in sessions on feedback Some concerns over high workload in preparing formative essays Some students stated they missed seminars (no reasons given)

16. Concluding Remarks

17. Conclusions Potentials seems to outweigh pitfalls High workload Student Attainment No detrimental effect detected Student Satisfaction Excellent for a module they find difficult and unattractive View: Clear Success More engaged students; better learners