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Exploring teaching and learning in first year architecture; bridging the gaps. Introduction to Architectural Design I Architecture BA (Hons) 1 st Year.

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Presentation on theme: "Exploring teaching and learning in first year architecture; bridging the gaps. Introduction to Architectural Design I Architecture BA (Hons) 1 st Year."— Presentation transcript:

1 Exploring teaching and learning in first year architecture; bridging the gaps. Introduction to Architectural Design I Architecture BA (Hons) 1 st Year / 1 st Semester Module Ruth Cuenca

2 Journey starts This is what students find when they start the module…

3 Students At this point they normally provide feedback of being excited about the course but a bit lost… My tutor group: 25 Students (1/5 of total First Year students) 11 Male / 14 Female 9 Non UK: English not 1 st language (3 EU / 6 overseas) Mixed backgrounds and ethnicities, diverse abilities

4 Module Handbook: Introduction to the course Learning Experience Learning Outcomes and GA attributes Course work: crits & tutorials / portfolio submission Guidance on coursework Timetable Reading list Assessment criteria

5 Design Studio Guide for students of architecture Important information explaining the studio environment…

6 The brief Intended Learning Activities Lecture series Group work Independent work to develop project Tutorials / workshops/ discussions / peer feedback Assessment tasks Interim Crit Final Crit Portfolio Submission Intended Learning Outcomes Experiential learning / project based Project based teaching and learning where the brief clearly explains what they need to design, related to the portfolio requirements (assessment task) and learning outcomes and structured through the timetable. The brief was three consecutive projects in Ightham Mote, a National Trust property in Kent. Started with a Live Project developed in groups and finished with an individual project.

7 Learning Outcomes TimetablePortfolio Requirements The Brief

8 Understanding the brief… Feedback from students at this point: “ What do I need to do?” “ How do I do that?” “ Where do I find information related to that?”

9 Learning Environment: 1.Lectures 2.Design Studio Teaching Tutorials Workshops 3. Site Visits / Field Trips

10 Lectures: Weekly lectures delivered by module leaders. Teaching activity covering the learning outcomes and assessment criteria

11 Sample lecture: SITE DATA & SITE ANALYSIS _Gathering data: Recording Collecting Experiencing _Analysis _Visual communication of analysis & data Mapping & diagrams Interpretation Composite visual information

12 The brief Intended Learning Activities Lecture series Group work Independent work to develop project Tutorials / workshops/ discussions / peer feedback Assessment tasks Interim Crit Final Crit Portfolio Submission Intended Learning Outcomes

13 The brief Intended Learning Activities Lecture series Group work Independent work to develop project Tutorials / discussions / peer feedback Assessment tasks Interim Crit Final Crit Portfolio Submission Intended Learning Outcomes

14 Project 1: Creature House Live Project in groups Students created their own groups not knowing each other Groups of 4-5 students Mixed backgrounds and abilities Generally good work dynamics within teams Good engagement with task / client Embracing responsibility of delivery Trip to site to install projects Carry on site analysis during site visit Interim crit Site visit and installation Test installation at OBU

15 Project 2: Entrance Strategy Group work Students carry on working in same groups Produce group work based on site visit information Good engagement with task / client during visit Team work in studioGroup model

16 Project 3: Entrance Building Individual project Students work individually on their own project Continuation of Projects 1 & 2 Brief states clear tasks and deliverables for: Interim crit – formative assessment Final crit – formative assessment Portfolio submission – summative assessment Students presenting their work in crits

17 Feedback; formative Following the interim and final crit students received a feedback sheet on the day of the crit Additionally they get a peer review sheet where a peer has been taking notes for them during their crit Students are required to reflect on the feedback received and write some comments on their own understanding of the crit and feedback received and how to move forward. They can discuss their feedback with their tutor in studio the next tutorial day. Point out high levels of achievement to them and make them confident to achieve them.

18 Student feedback: “Where do these criteria items come from?” “I don´t understand my feedback” “Where is my grade?” “I don´t know what I need to do…” “I´m lost”

19 Project Feedback and Assessment The feedback sheet is aligned with the learning outcomes. The items are related with the content of lectures and tutorials.

20 How to achieve a good portfolio? Hilton Murrel, Portfolio pages_U30000 /2014

21 How to achieve a good outcome? Maite Seimetz, Portfolio pages_U30000 /2014

22 Samples of previous work on VLE

23 Portfolio Submission: Assessment Task Assessment Criteria Tutor´s comments related to students work Standard feedback grid related to learning outcomes

24 _Learning by doing (their projects). _Going through the design process. Try and error. _Observing a gap between the teaching activities and learning outcomes. Some students are a bit lost. Tutors address these issues in tutorials. _Creative disciplines need to provide space for students to think and develop. Some students struggle to connect the teaching material delivered in lectures and studio and apply to their projects. They need their own time and space to reflect and conceptualize. Kolb´s learning cycle _Design is an iterative process taught with a project based approach to encourage exploration and experimentation. _Students look for right or wrong but the learning is in the process.

25 Reflections on teaching (through Biggs & Tang) This module is well structured and aligns Intended Learning Outcomes with Teaching and Learning activities and Assessment Tasks _ INTENDED LEARNING OUTCOMES: Learning outcomes are clearly presented to students There are opportunities through the semester to discuss them during tutorials and peer reviews After each formative crit they receive feedback that can be discussed with tutor _ LEARNING ENVIRONMENT: Teaching is mainly delivered in studio contributing to make them feel confident to achieve Studio culture is encouraged, students have a friendly space to work, discuss and peer review Lecture series complement studio teaching and support the learning outcomes Point out the high standards of achievement and show them how to achieve them Each semester starts with group work to encourage studio culture, self support and sense of community Live projects to start each semester to encourage engagement with site and client Allow space to think and develop. Field trip / site visits are fundamental part of the learning experience _ ASSESSMENT TASKS: Interim crit_ formative review_ written feedback Final crit _ formative review_ written feedback Portfolio submission_ summative review _ written feedback & grade Grading criteria: Students get “work in progress” indicative grades during formative reviews Final grade would be determined by the quality of the portfolio submission following the process of reviews including all semester work.

26 Peer feedback / dialogue Tutors have informal meetings before each tutorial day Tutors meet over lunch and discuss the progress of students Valuable feedback from colleagues is obtained during these sessions: Opportunity for exchange of teaching activities Sharing students successes and failures and how to help them Discussions about diversity of students abilities and how to best support them Interim crit and final crit are delivered in pairs of tutors, this is a great opportunity to: See different teaching approaches from colleagues See different outcomes from students being taught same brief with different approach Improve your own approach to teaching after reflecting on others

27 Recommendations: Following own reflection, students feedback and peer tutors feedback and having identified i) gap in the students mind set at the start of their Higher Education; ii) gap between the intended learning outcomes and the teaching and learning activities. These are the actions I would like to implement. Students will review the learning activities and tasks with the tutor who will assess their level of understanding. How? Open discussion during tutorials where students should explain what they understand they need to do. Tutors in studio will refer back to lectures pointing out important data to the stage of development of the student´s project. How? Stress the importance of their own initiative to solve problems, embrace design tasks. Encourage students to review lecture material and do further research in the relevant topics to progress tasks. Promote student led peer reviews. How? Organize informal studio reviews with the aim of obtaining students constructive feedback to each other. Work in small groups and check with each group. Promote and encourage studio work to increase the level of collaboration and skills transfer between students. How? Set an achievable task each tutorial day so they work in studio with a clear target whilst having individual tutorials. Quick pin-up at the end of the day to see results and encourage peer learning. Support students who seem to be behind, attend diversity, recognize learner differences. How? Identify the difficulty and set clear tasks that are achievable and build their skills and confidence. Be inclusive, teach students to be inclusive with others. How? Setting up small discussion groups/ peer reviews with tutor guidance.

28 References: Biggs and Tang, Constructive Alignment. Kolbs, Experiential Learning Blooms, 1956 (revised 2000) Taxonomy of learning domains. Vygotsky, L Interaction Between Learning and Development. Marina, J.A Theory of Creative Intelligence. OBU Assessment Compact The UK Professional Standards Framework for Teaching and Supporting Learning in H.E., U30000_ Module Handbook. FSLT15, online resources. Thanks Ruth Cuenca


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