Letting go the reins of power and control – a workshop discussion Ros Weston Senior Lecturer Midwifery

Aim and objectives To explore how a student-led content module could be developed through informal storytelling activities. To discuss how to develop a Level 6 student-led content module which includes innovative assessment, to facilitate learning.

Letting go the reins of power and control Can Level 6 students: plan the content of their own module, lead all sessions themselves, be assessed through presenting a critical discussion, to peers and their lecturers, on an issue in practice?

Outline Introduction to activities. ‘Speed dating’ - Who am I? Why am I here? Tablecloth exercise. Feed back from groups. Telling a story activities. Summary.

Tablecloth exercise How could I develop a student led module within my programme? How could I use storytelling activities in a student-led module? How can I ensure that quality of assessment occurs in a student-led module?

Think of a story that was significant to you in terms of your teaching. Write nine different things about it. One word for each post-it. Arrange them in a diamond shape. Place the most important aspect of the story at the top. Least important at the bottom. Reflect on your prioritising. Does the 9 th. represent something unresolved? Diamond Nine

Form pairs Take a post-it note that you are happy to share. Each pair take about 3 minutes to tell a story about it. Why did you choose this word or aspect of the story? (Adapted from McDury and Alterio 2002)

References McDrury, J. and Alterio, M. (2002) Learning through Storytelling in Higher Education: Using reflection and experience to improve learning. London. Kogan Page Limited.