Graham Gibbs advocates for active learning, where students engage with the material through discussions, problem-solving, and hands-on activities, moving from the traditional lecture-based approach to a more interactive classroom. Gibb’s work “Maximising Student Learning,” offers valuable insights into the hows and whys of switching to traditional methods in the lesson.
Within my teaching context, where I support students transitioning from higher education to university courses, Gibbs’ work is especially relevant. I recall struggling to engage with material as a student when it felt intimidating or disconnected from my life. This personal experience has made me more aware of the challenges students face when moving into self-directed and independent environments like university.
When students encounter material that feels irrelevant or too abstract, their motivation and ability to grasp complex concepts can fall. To bridge the gap between theoretical concepts and real-world applications, I incorporate activities like starter tasks, music, relatable video content, hands-on projects, and informal discussions. These strategies keep the material more fresh and inspiring.
I’ve noticed that prioritising notable figures in my presentations and customising content to the students’ backgrounds significantly improves engagement. For instance, when teaching a predominantly Muslim class, I included fashion communication examples that reflected their experiences. Additionally, encouraging students to use their phones for interactive digital activities helps energise the group.
By integrating these strategies, I aim to create a more inclusive and engaging learning environment that supports students through their transition and helps them connect more deeply with their studies.
Gibbs, G. (2015). Maximising Student Gain. Maximising Student Gain.