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Hi all I've had a few questions about the 'triads' approach so thought I'd try to answer them all in one go, and am sending to the list in case others are interested. To "cut to the chase" it is slides 12 to 16 you need from the SlideShare (use the link in my original reply to Alison, below, to get to the slides). Ian - yes, you are right - this is not really something you can do as a one-off in a short session, and with large groups it presents logistical issues - not least of which is that it becomes very noisy! In order for the activity to begin to 'work', every participant needs an opportunity to occupy the speaker, listener and observer role at least once. Ideally you also need some whole group de-brief time in the same session - although this could feasibly be done in a subsequent session. But memories fade and the impressions people have at the time are valuable ... for this reason, I would not consider using triads (for the first time anyway) in a session of less than 1hr 30mins. Suzanne - re timing and the observer role - to get started with the approach, I'd suggest a minimum of 3 minutes per 'turn' - i.e. 3 mins for speaker to speak; followed by 3 mins for listener to check their understanding and ask questions; followed by 3 minutes for the observer to offer their perspective on having witnessed the interchange and to complete/check notes - which should be handed to the speaker for them to keep straight away. The clarity of the instruction given to observers to write notes on points of interest/contention for the speaker (not for themselves) - and as legibly as possible - is therefore vital. Phil - re the task set - in the slides, I made the point (from Dewey) that authenticity is key - there's no point in setting the activity up as an 'exercise' - apart from anything else, students will pick that up and are likely to then treat it as something artificial. So the best way to approach this is to get students to agree or determine the topic for when they are in speaker role. Ideally this should be something they genuinely care about. This might be related to subject content or process. One of the most successful sessions I've witnessed was where a student speaker used their time to express what she was unhappy about with the module assessment. It turned out that this was an issue other students had questions about, and the debrief session surfaced a couple of things to feed back to the programme team. In another session with business students, the speaker used the time to rehearse part of a presentation he was due to make - which got others interested in setting up similar opportunities for themselves outside of the session. As LDers (unless deeply embedded) rarely have the chance to work in sequential sessions with the same groups, opportunities to use triads may be limited. I think my best experiences in using triads have been with staff in action learning sets on what we used to call the LTHE programme. I think PALS leaders may have more chances to develop the approach ... it could certainly be helpful in PALS leader training. All the best John From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of John Hilsdon Sent: 13 February 2017 16:52 To: [log in to unmask] Subject: Re: power relations in the HE classroom Hi Alison and all I used an idea of John Heron's (for training counsellors) to develop my 'triads' activity. There is a version of it in the link below. As you will see, the context for this was a session on "academic integrity", but my take on that was to divert attention towards Wenger's notions of participation and community - within which, of course, power relations have a central role. I hope the slides are self-explanatory. My ambition for triads in teaching and learning more generally is to help structure more equitable relations by having symmetrical turn-taking, agreed rules for giving and receiving attention (and questioning) and moderated/shared notetaking. I'd welcome feedback and/or ideas for similar approaches All the best John Hilsdon, John (2013) Integrity and Identity, the academic and the student. Slideshare web-based resource available at: http://www.slideshare.net/jhilsdon/3-magic-leicester-jh-2013 From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Alison.James Sent: 13 February 2017 16:30 To: [log in to unmask]<mailto:[log in to unmask]> Subject: power relations in the HE classroom Dear colleagues Have any of you got any suggestions for activities to explore the above? I have plenty of useful reading but would really appreciate ideas about how to investigate what power and control look like, who has it/them and when, and so on and so forth. Something that will give a group of twenty an interesting, interactive experience for about an hour. 'Classroom' can be interpreted more widely than four walls. Happy to collate and circulate a summary of anonymised responses in return. All best Alison Dr Alison James Acting Director Academic Quality and Development and Head of Learning and Teaching University of Winchester National Teaching Fellow 2014 Principal Fellow Higher Education Academy http://www.engagingimagination.com<http://www.engagingimagination.com/> https://www.heacademy.ac.uk/innovating-creative-arts-lego http://iedp.com/articles/developing-leaders-magazine-issue-19/ [University of Winchester] University of Winchester, a private charitable company limited by guarantee in England and Wales number 5969256. Registered Office: Sparkford Road, Winchester, Hampshire SO22 4NR ________________________________ [http://www.plymouth.ac.uk/images/email_footer.gif]<http://www.plymouth.ac.uk/worldclass> This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. 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