Block Teaching: Exemplars

Block delivery provides a delivery framework for creating a learning environment in which knowledge is actively constructed through discussion, collaboration, application, reflection and problem-solving.  The extended contact time offers greater flexibility within the learning design, creating continuous opportunities for practise, active engagement with feedback, and helping students build confidence towards their assessments. However, effective block delivery requires intentional curriculum and learning design, rather than simply transferring existing delivery into a shorter timeframe.

The sample module delivery plans presented in this article demonstrate how each teaching session can combine short periods of direct instruction with opportunities for students to actively engage with ideas through interactive lectures, workshops, problem-based learning, simulations, laboratories, peer learning, case studies and reflective activities. This varied approach helps sustain engagement during intensive teaching while enabling students to apply concepts in authentic disciplinary contexts rather than simply learning about them. Throughout the examples, formative activities and feedback opportunities are embedded across the module delivery, recognising feedback as a continuous and cyclical process rather than a one-off event. Feedback should be designed to promote ongoing dialogue between staff and students, encourage students to reflect on and evaluate their own learning, and support the development of evaluative judgement. By providing regular opportunities to practise, receive and act on feedback, students are better able to monitor their understanding, identify misconceptions, and build confidence in their progress towards assessment.

The examples are intended to support academic staff in designing their own module delivery plans. They are not intended to be adopted without adaptation; instead, they illustrate pedagogical approaches that can be modified to suit different disciplines, module learning outcomes, cohort characteristics, learning environments and professional contexts. While the subject matter differs across the examples, the underlying principles remain consistent: active engagement, purposeful learning progression, continuous formative feedback and structured preparation for assessment.

How to Use the Examples

When reviewing the examples, focus on the pedagogical design rather than the disciplinary content. Consider how the sequence of activities creates a coherent learning journey in which students actively participate throughout the teaching block and are progressively prepared for successful completion of the assessment.

In particular, consider the following questions:

• How does each activity encourage students to actively engage with the learning rather than passively receive information?
• How are opportunities for discussion, collaboration, practice and reflection distributed throughout the teaching sessions?
• How are formative assessment opportunities embedded to check understanding and provide timely feedback?
• How does each learning activity contribute towards preparing students for the summative assessment?
• Where are students encouraged to apply concepts, test their understanding and receive feedback before submission?
• How are module learning outcomes and graduate attributes progressively developed across the teaching block?

As you adapt these examples for your own module, consider how you can:

• reduce extended periods of didactic teaching by incorporating interactive learning activities;
• embed regular opportunities for students to discuss, apply and consolidate new knowledge;
• integrate formative assessment throughout the block rather than relying solely on end-point assessment;
• provide frequent opportunities for peer feedback, tutor feedback and self-reflection;
• include assessment enhancement activities that allow students to rehearse the knowledge and skills required for the summative assessment;
• adapt activities to suit your discipline, cohort size, and facilities while maintaining a strong focus on active learning.

The Examples

The examples below are crafted using the University’s module delivery plan template (not all columns are included to allow space for the key details). They are tagged with different approaches and characteristics to help you find examples that may be relevant to you. Although they represent different subject areas, they share a common design philosophy: every teaching activity should have a clear educational purpose, actively involve students in the learning process, and contribute to their readiness for assessment. When students are consistently engaged in meaningful learning activities and receive regular opportunities to practise and receive feedback, they are better positioned to achieve the intended learning outcomes and succeed in a block delivery model.

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