Contextual Background
I currently lead a BA Architecture design studio for first-year students, with weekly contact sessions. My teaching time is primarily dedicated to reviewing students’ project progress. However, with 13 students over five hours, balancing practical group learning with individual tutorials presents a challenge. While practical learning could introduce broader themes and foster group discussions, individual tutorials remain essential for addressing project-specific needs. Furthermore, I have observed that students are sometimes less engaged with the studio culture, often waiting for their turn to see me rather than utilising the time for discussion or iterative development.
Evaluation
A key pedagogical challenge in this context is the limited time available to foster deep learning and hands-on practice while ensuring students receive individual support. Since being introduced to microteaching and experiencing its impact firsthand, I have been surprised by how effective micro sessions can be in facilitating knowledge acquisition. This has led me to consider how I can incorporate structured microteaching sessions to encourage deeper learning and more meaningful discussions.
While individual tutorials provide valuable project-specific feedback, they lack the collective engagement that could enhance peer learning. Research suggests that microlearning, defined as content delivered in small, focused sessions, supports both cognitive retention and student engagement (Major & Calandrino, 2013). McKee and Ntoukos (2020) further argue that microlearning increases student engagement by delivering content in small, digestible units that promote active participation and reflection. This aligns with my observations and highlights an opportunity to integrate microteaching more systematically into my teaching practice to strengthen both individual and group learning.
Moving Forwards
To better address time constraints and enhance the learning experience, I plan to implement microlearning techniques at the beginning of my studio sessions. These short, focused interventions will aim to introduce key concepts while promoting active engagement through structured discussions and practical exercises.
In addition, integrating reflective exercises following microlearning sessions will help students consolidate their learning and make connections between concepts. Nicol and Macfarlane-Dick (2006) argue that “self-reflection promotes metacognitive skills, enabling students to regulate their learning by identifying areas for improvement.” By embedding these reflective exercises within microteaching sessions, I aim to encourage students to take greater ownership of their learning, supporting the development of independent critical thinking skills that are essential for architectural practice.
Proposed Action: To integrate microlearning into my teaching practice, I will implement a structured 30-minute group activity at the start of my next design tutorial, focusing on site analysis. Before the session, I will email students a list of required tools to ensure they are prepared. During the session, I will guide students through an exploratory exercise, prompting them to analyse their site while individually sketching their interpretations. This will be interwoven with structured group discussions to encourage collective reflection and knowledge-sharing.
Following the exercise, students will first discuss their visual representations in pairs before engaging in a larger group discussion. This phased approach will encourage them to articulate their perspectives, identify key learnings, and critically reflect on how they will integrate these insights into their design development.
Reflection: I was able to implement the planned activity within one of my tutorials, although I had to adapt to the format of the day and deliver it later rather than at the start. Despite initial confusion among the students, they gradually came together as a group to clarify expectations and discuss their contributions to the site analysis. A key takeaway from this approach was that students left with a tangible piece of work, and in the follow-up tutorial, I observed how the learnings from the session had informed their subsequent project development. This suggests that microlearning, particularly when coupled with reflective practice, has the potential to create a stronger link between theoretical knowledge and practical application.
Summary: I have been surprised by how effective micro sessions can be, challenging me to rethink how I condense practical learning into small, structured interventions while fostering conversation and collaboration. Ensuring that these sessions translate into meaningful individual progress has been particularly valuable. As we move through Unit 4, I am eager to introduce more micro sessions, gather student feedback, and critically assess what is or is not working to refine my approach further.
References
Major, C.H., & Calandrino, T. (2013). Beyond teaching methods: A framework for microlearning in higher education. Innovative Higher Education, 38(1), 19–31.
McKee, A., & Ntoukos, D. (2020). Microlearning and student engagement: A case study in architectural education. Journal of Pedagogical Research, 4(2), 45–60.
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.