Alasdair Blair, Associate PVC Education; Megan De Ste Croix, Academic Professional Development Lead; and, James Russell, Deputy Dean of the Faculty of Computing, Engineering and Media, from De Montfort University
In the evolving landscape of higher education, block teaching has emerged as a transformative curriculum model – where students study one subject at a time in focused, intensive bursts. But while curriculum change is visible, its success often hinges on something more foundational: pedagogy. At De Montfort University (DMU), our journey toward block teaching quickly revealed the need for a pedagogic framework of teaching practice that could underpin and amplify our curricular shift. The result was the creation of our Active Teaching and Learning Model—a co-created, practice-informed approach to shaping student success which we have recently written about in the Journal of Block and Intensive Learning and Teaching.
Initially, DMU’s move to block teaching was curriculum-first. We reshaped our delivery to allow students to concentrate on one subject at a time, enabling deeper engagement and timely feedback. However, as we implemented this structure, it became clear that we also needed a shared pedagogic language to support and enrich this approach.
Inspired by decades of research into effective teaching, we recognised that high-impact teaching practices often emphasise community, active participation, feedback, and inclusive learning. Yet despite this rich literature, few models had adapted these insights to a block format.
To bridge that gap, we launched a university-wide initiative involving discovery workshops, stakeholder engagement, and feedback loops with staff and students. This process led to the formulation of seven key principles at the heart of our DMU Active Teaching and Learning Model:
- Building community and belonging
- Encouraging engagement and good attendance
- Making learning relevant and experiential
- Delivering timely, useful feedback
- Offering diverse learning approaches
- Setting high expectations
- Respecting diverse talents and ways of learning
These principles are not abstract ideals; they are grounded in real practice across our academic schools—from mock trials in Law to industry projects in Fashion and collaborative nursing simulations. Crucially, the model respects disciplinary diversity and avoids a one-size-fits-all approach. It provides a clear structure while granting schools and programmes the autonomy to tailor implementation to their contexts.
At DMU we believe that learning happens by doing, as a result we have delivered a series of staff workshops focused on showcasing what colleagues around the University are doing with their students. Presenters from across our faculties share ideas which have worked in their context, with time for discussion and conversation about how others might adapt them. These workshops, facilitated by our Education Academy, have helped create a space for exploration, while bringing the model to life across a wide range of subjects. The workshop model empowers both speakers and participants, valuing the pedagogic contributions of each. Speakers have discussed ideas ranging from extended induction to gamification and playful learning, Team Based Learning, simulation and scenario-based learning (physical and virtual). Throughout we have aimed to celebrate examples of excellent practice taking place within DMU, which align with our active teaching and learning model.
Three years into block teaching, we continue to refine our approach. We believe pedagogy should not play second fiddle to curriculum design. Instead, the two must be interwoven—supported by co-creation, distributed leadership, and continuous reflection.
As we look ahead, the challenge lies in integrating digital tools and Artificial Intelligence (AI) into this active learning model. But for now, our focus remains on providing an empowering, engaging, and inclusive education—one principle, one subject, one block at a time.
More information: Contact Prof Alasdair Blair via ablair@dmu.ac.uk
