How theory can change your life: experiments with fieldtrips to move beyond module content

Dr. Stephanie Wynne-JonesDr. Hayley SaulJames Taylor

Rationale Student feedback for the History and

Theory course consistently stated: “we don’t know how to apply this to the rest of our degree”

Taking key theoretical principles Making them relevant in practical ways Team building Independent research skills Operationalizing theory: exploring the ways that it

can change a student’s thinking about everyday material worlds

Making the link between the abstract and the material

Managing contact time, maintaining teaching quality

Looking at the world differently

Fieldtrip 2: Function and Style

Locate, record & photograph different examples of ONE of the following artefact types: BAGS, SEATING, BICYCLES

Fieldtrip 4: An archaeology of your room

Carry out a basic description or photographic record of your student room and that of two or three of your group.

What does your room say about your identity?

How has the layout, decoration and content of your room changed since you came to university last Autumn?

What objects, images, clothes, music, has been added and how do you think this reflects your changing sense of identity and community since you joined the University?

Fieldtrip 5: Marxism and the materiality of York

Feedback Survey Having completed the Year 1 History & Theory of Archaeology

course, do you feel you have acquired a significantly deeper understanding of theoretical concepts and applied theory in archaeology?

Do you now feel that you can apply your knowledge of theory to archaeological data?

Specifically reflecting upon the Field Trips: how helpful did you find them in reinforcing your understanding of

the way archaeologists apply theory?

To what extent did the Field Trips make you think about your environment in a different way, or from a

different perspective?

How well do you think the Field Trips were integrated into the course as part of your overall learning

experience?

Challenges Assessment Logistical Feedback from 1st year teaching

committee: Easy to cheat! Doesn’t count for assessment.

PGWT eye view

Weekly review of the fieldtrips, and a summary of their contribution to the understanding.• Kicks off the seminar with some thoughtful discussion.• Allows students to flag problems, and highlight

interesting observations amongst peers.• Tutor able to offer feedback, clarification &

encouragement. Final seminar: Field Trip groups made 10min

presentation, based on their favourite trip.• Consolidates the students knowledge.• Articulates student understanding of theoretical

concepts.• Makes the field trips relevant to the classroom.

PGWT eye view They were supplied with the following brief -

The Presentation should:• Demonstrate how you conducted the task.• How it affected the way you thought about the subject matter theoretically.• Give some indication how thinking about real world things theoretically might have

changed your perspective.• Presentation should set within a theoretical framework, using the language and

concepts we have discussed in the seminars.• Finally I would like you to end with a leading thought or question which you would like

to focus the group upon for discussion. The floor will then be thrown open for debate.

• All members of the group expected to participate in some way.• Powerpoints were not essential, but encouraged.

Questions for Consideration:5 mins• Which task did you pick?• How did you approach it?• How did it give you new theoretical insights, or change your perspective?5mins• Discussion (in the form of a question or leading thought).

Modularisation & pedagogy

Means to integration Support for modularisation Evening out lab-based vs reading

based teaching hours Peer-supported Enabling learning without increasing

teaching contact hours.