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Developing block teaching

What is block teaching?

Block teaching is a style of teaching where lectures, tutorials and other forms of teaching are provided in an intensive block and student learning is compressed, typically with students studying only one course at a time.

Key features of block teaching

The key features include:

  • intensive learning
  • active learning
  • extensive use of formative assessment
  • a quick turnaround on marking assessments
  • extensive use of assessment rubrics supported by accurate and efficient assessment feedback.
  • provision of learning support during the assessment period

Key concepts

The key concept and terms associated with the block teaching approach include:

  • constructive alignment
  • backward design
  • immersive learning
  • rapid feedback
  • small-group learning

 

Using block teaching to co-ordinate on and off the job learning

You will be expected to evidence the co-ordination of on and off the job learning within the degree apprenticeship programme, ensuring the integration of academic knowledge and work-based practice.

Before block teaching

Set practical and/or work-based activities for apprentices to prepare and bring to block teaching to help them to relate theory to practice and to the KSBs.

After block teaching

Identify work-based activities which the apprentices should complete after the block, in order to evidence:

  • the application of new knowledge in practice
  • the development of skills
  • the impact of these skills at work

 

Design and delivery principles

Design principles Delivery principles
Have a clear beginning and ending (immersive and self-contained) Be student-centered, active and engaging (you are the university, 'be fabulous')
Ensure learning outcomes are achievable in the four-week timeframe Outline the relevance of unit to course and career
Employ a variety of assessment tasks to demonstrate learning outcomes Provide early and ongoing feedback
Design assessment to be completed within the unit schedule and all feedback returned before commencement of next block. Include clear assessment rubrics. Provide opportunities for early student success Evaluate students' interests and individual needs/expectations. Include opportunities for self-assessment that leads to personalised and adaptive learning.
Focus on knowledge exploration and application rather than content transmission Incorporate the use of digital technology
Include opportunities for peer feedback and collaboration Integrate active and authentic learning practices in all units
Use explicit and differentiated learning opportunities (more than one way to achieve the learning outcome)  
Optimise opportunities to learn in new ways within the parameters of four-week blocks  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Loton et al, 2002, p.1103)

Benefits and challenges

Potential benefits:

  • continuous learning experience
  • more efficient connection and synthesis of ideas
  • more in-depth discussion
  • enhanced staff–student interaction
  • more effective planning and time management by the students
  • improved long-term knowledge retention
  • higher levels of attainment

Potential challenges:

  • unable to cover all content in the specified time
  • no break for studying/reading
  • large number of assessments and no time for feedback
  • failure to remember anything about the course after it has finished

(Dixon & O’Gorman, 2020)

Find out more

Find out more about how universities are using block teaching

References

  • Laura Dixon & Valerie O’Gorman (2020) ‘Block teaching’ – exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education, Journal of Further and Higher Education, 44:5, 583-595, DOI: 10.1080/0309877X.2018.1564024
  • Daniel Loton, Cameron Stein, Philip Parker & Mary Weaven (2022) Introducing block mode to first-year university students: a natural experiment on satisfaction and performance, Studies in Higher Education, 47:6, 1097-1120, DOI: 10.1080/03075079.2020.1843150
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