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Using 3-D model making to develop your thinking.
Recipe details
Attributes Value Contributor Name: Julia Gillies-Wilkes
Job role: Lecturer
Email address: julia.gillies-wilkes@bcu.ac.ukA lecturer and post-graduate module lead, Julia is an accredited psychotherapist and enjoys nothing more than bringing the two disciplines together by using creative approaches to teaching counselling to students.
Keywords Reflective task; teamwork; creative approaches
This exercise supports learners to go beyond words and use 3-D model making to develop their thinking. It can be used to support academic learning on any topic to meet any learning outcome. The objectives of the session are to:
- allow fresh thinking on any topic that requires reflection and self-evaluation
- encourage teamwork
- bring energy and fun into a teaching session
The attached Power Point presentation provides a generic lesson plan. The subject can be amended as required. Key things to remember as facilitator are to ensure you remain curious and engaged with what the learners are doing throughout.
Time duration: 90 minutes
Student level: Suitable for all levels where students are comfortable with self-reflection and dynamic group activity
Preparation time before class: 30 minutes
Additional materials or equipment needed: Lego, or any other available ‘building materials’ such as egg boxes, pens, boxes, straws etc.
Other general tips/advice:
Be prepared to make a noise and encourage people to bring some energy to the activity. For example, if using Lego, tip it all out so people can really rootle through and find the pieces that work for them. Encourage people to think metaphorically and allow their imaginations to soar.
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Who am I activity EC
Recipe details
Attributes Value Contributor Dr Emma Craddock
Senior Lecturer in Health Research
emma.craddock@bcu.ac.ukDr Emma Craddock is a qualitative researcher specialising in gendered health inequalities and neurodiversity, applying a social justice lens to research and teaching. An experienced Research Methods educator, she is committed to supporting students to develop confidence in qualitative, participatory, and mixed methods approaches. Her academic background is Sociology.
Keywords Positionality, reflexivity
This activity invites students to begin thinking about and reflecting critically on their positionality as researchers. It aims to introduce students to enacting researcher reflexivity and to open up discussions about researcher positionality.
Tried and tested: used and developed over three academic years or more
Key words: Positionality, reflexivity
Please complete the following key features in relation to your activity:
Time duration:
20-25 minutes but can be flexible
Student level:
All levels, but levels 4-5 might require more instructor input to discussions
Preparation time before class:
5 minutes to do the slides
Additional materials or equipment needed:
none
Other general tips/advice:
Try to encourage different perspectives and ensure that it is clear that this is a safe, respectful learning environment so individuals feel comfortable to speak up and to disagree.
Except where otherwise noted, all teaching materials on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. (https://creativecommons.org/licenses/by-nc/4.0/).