Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 41
to create opportunities for meaningful dialogue
between students and the local community as well
as creating new online and offline platforms for
student-led public engagement. The presentation will
include some of the film work produced as part of
the project in 2017-18 around the theme of ‘Stoke:
City of Culture’, learnings from the first iteration of
the scheme, and enhancements planned for 2018-
19.
they appreciated from their team members, and
things they requested of them for future sessions.
[3] Students were provided with their peer feedback
for use in future sessions, with the aim that they
begin to think about how they can enhance their
social skills for use in employment.
Observing and adapting social learning methods
with foundation students
Jonathan Cope ([email protected])
Abstract:
Peer to Peer feedback in TBL: Improving Students’
Workplace Social Skills *
Graeme Jones ([email protected]) and Laura M.
Hancock
Abstract:
Team-Based Learning (TBL) is a pedagogical teaching
method which organises students into social teams
who cooperate and work together to discuss and
generate solutions to problems. The TBL teams are
tutor selected, diverse in ability and long lasting
(often one semester or an entire academic year).
TBL actively enhances the future employment
skills identified by the World Economic Forum as
complex problem solving, critical thinking, people
management, coordinating with others, judgement
and decision making and negotiation and also
introduces students to 360 degree feedback which
is commonly encountered in the workplace. Satisfied
that TBL enhances students learning and subject
specific skills, we have now looked to establish
how we can use TBL to help students enhance
transferable, employability skills. Herein we describe
the results of a small study on peer to peer feedback,
where midway through a series of TBL sessions,
students were asked to comment upon attributes
This presentation/discussion consists of a brief
report and a modest proposal. The report stems from
a cross-disciplinary peer observation (Nov 2018),
part of a wider project to share progressive and
innovative LTA practice across the many disciplinary
sections within the Keele FY. The proposal requests
ideas to help develop these practices in other
disciplines. The peer observation took place in a
session developed by Dr. Sam Davenward in the
field of chemistry where a scheme (questionnaire)
was designed to group students fairly/evenly
according to mixed abilities/experience. These
groups were then competitively arranged in classes
where subject questions were offered out with
multiple choice answers provided. Students (in
their groups) discussed and decided together their
agreed answer and responded via scratchcards.
The added benefit of this process is the immediate
feedback given to groups in the session.(see http://
www.epsteineducation.com/home/about/default.
aspx) The observations recorded a deep and
sustained level of discussion, debate, engagement
and immersion, among the students involved and of
the subject itself. The development and expression
of these ‘soft skills’ of communication, empathy,
leadership, negotiation, decision-making, etcetera
was remarkably clear in the process. The clear
educational and wider socio-economic benefits
associated with these forms of LTA have long been
recognised (Vygotsky, 1978) and remain at the
forefront of research in fields such as accountancy
education (Schmulian and Coetzee, 2018) Social
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