Getting back to block teaching: developing a university active teaching and learning model

Abstract

In recent years, De Montfort University (DMU) has made strides in enhancing its offer to students with the introduction of a block curriculum model. This was a major change programme for DMU across our campuses and over 80% of our students now study in Block mode. Student survey results point to positive gains across a range of measures. To date the focus of this change programme has been on the curriculum delivery. The university deployed curriculum sprints to revalidate our programmes, thereby ensuring our courses moved over to block mode in a timely way. More recently, the university has turned its attention to Block pedagogy as we recognised that a unified set of core teaching expectations has been lacking, leaving new academic staff reliant on peer support and communities of practice. To address this gap, DMU developed its Active Teaching and Learning Model informed by key academic literature. This model identifies seven principles of good teaching practice: building community and belonging, encouraging engagement and attendance, ensuring relevant and experiential learning, delivering prompt and useful feedback, offering diverse learning approaches, maintaining high expectations, and respecting diversity. The model serves as a practical framework to embed active teaching and learning to maximise the benefits of block curriculum.