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Case Study 2: Planning and teaching for effective learning
Contextual Background
I teach Audiovisual Practices to first, second, and third-year BA Journalism students. In this case study, I will focus on second-year students who choose the audiovisual pathway. This group is smaller than the first year (about 20 students), allowing for a more tailored approach. However, they attend long sessions (10 AM–5 PM) that combine theory and practice. The challenge is keeping them engaged so they return after the lunch break.
As this is the second year that I teach this Unit, I had the chance to evaluate the effectiveness of my approach and find some strategies to navigate this challenge in the current year.
Evaluation
Planning sessions with a good balance of theory and practice has proven effective in keeping students engaged throughout the day. I make sure my lecture slides are short, clear, and include illustrations and video examples, as students tend to engage more with visual content. During sessions, I ask questions to encourage critical thinking and keep them from getting distracted by phones. I also give two short coffee breaks, one in the morning and one in the afternoon. Whenever possible, I incorporate group practical activities that start before lunch and continue in the afternoon, requiring students to produce a final video to share. This helps motivate them to return after lunch to have feedback. While these strategies have improved engagement, some students still do not return after lunch, and others struggle to stay focused.
Moving forwards
Include more icebreaking activities
Rather than starting immediately with morning lectures when students are usually very sleepy, I will include a short ice-breaking, energising activity. I believe this will help foster social interaction, create a stronger sense of belonging, and improve overall group engagement. A more connected and comfortable class atmosphere should enhance participation in group work.
Allow more space for self-reflection and tailor my teaching to Introverted students
As an extroverted teacher, I tend to have an energetic approach and strongly favour group work. However, I have realised that my instinct to fill gaps with information or questions may not always benefit introverted students, who might need more time for independent processing.
In the article “Embracing the Silence” by Karen Harris, I found valuable insights about the importance of rethinking participation. Harris argues that silence is not a lack of engagement but can be a powerful space for deep thinking and learning. She challenges the idea that active participation always means verbal contribution and suggests that pressured participation can be counterproductive. Instead, embracing moments of silence can help students process information at their own pace.
Moving forward, I will integrate structured silent reflection time into my sessions, allowing students to absorb ideas before responding. Additionally, I will make greater use of digital tools or post it for those that prefer written contributions.
Share more about my work as a practitioner and my passion
As a practitioner, I have worked on many international projects that I believe can inspire students. I want to share more of my personal experiences and passion for my work, as this can help spark their interest and improve engagement. Bringing real-life examples from my professional journey can make learning more engaging and relatable.
Give more explicit injections of self-esteem
I believe in a teaching approach that focuses on students feeling valued and capable, inspired by Carl Rogers. I already apply this in my feedback, but I want to express my belief in their potential more clearly during lessons. By giving more encouragement and recognising their progress, I hope to boost their confidence and motivation to participate.
References
Harris, K (2022) ‘Embracing the Silence: Introverted Learning and the Online Classroom’, Spark: UAL Creative Teaching and Learning Journal, Vol 5 Issue 1, pp 101-104.
Rogers, C.R. (1969) Freedom to Learn: A View of What Education Might Become. Columbus, OH: Merrill.
TeachHQ Carl Rogers: Humanistic Education Approach. Available at: https://teachhq.com/article/show/carl-rogers-humanistic-education-approach (Accessed: 17 February 2025).