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 Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e 41