On 16 and 17 November 2023, the UvA Teaching & Learning Centre (TLC) again organised a 24-hour teaching retreat. UvA teachers from different faculties came together to fully immerse themselves in an idea for a new educational design. Now you might wonder: why does TLC organise these retreats? And how do teachers benefit from these sessions? This article provides answers to these questions, while also featuring the teachers who share their thoughts on the valuable workshops, rapping colleagues and the craft of teaching.

Educational renewal in 3 phases

The setting of this educational retreat is the Hotel Huize Koningsbosch in Castricum, a lovely venue surrounded by nature. Although the autumn climate in November is not very welcoming, the attendees decide to explore the outdoors outside the hotel in their spare time during the retreat. They go running in the woods or take a stroll along the nearby beach. A few even venture out for a refreshing morning swim. Beyond those free hours, the retreat is led by TLC educators Erjo Beitler and Monique Jongerius. They are experienced educators who also supervise teachers during the BKO trajectory.

The programme of the retreat is divided into three different phases: analysis, design and implementation. The teachers were asked in advance to bring a specific idea on how to improve their education. In most cases, this is an idea for the (re)design of a course. With the devoted support of Erjo and Monique, the teachers proceed through the first 2 phases with their idea. At the end of the 24 hours, they develop a plan for the 3rd phase: implementation.

Beyond your own bubble

To achieve this objective and to progress through the phases, the teachers receive various exercises and many opportunities to exchange ideas with their attending colleagues. These different factors contribute to an inspiring working environment and likewise atmosphere. This allows teachers to work on a specific idea with extreme focus in a short period of time and therefore make rapid progress. Teachers simply lack this time in their day-to-day teaching practice.

“I really gained specific feedback from these colleagues that I can implement directly into my course.”

“The time and setting created for you with this retreat is really ideal,” Ivana Bušljeta Banks and Saar Mollen, both based within Communication Science, tell us. “On the one hand, you are given time to actually work on something and, on top of that, you are provided with the tools you need to realise your idea.” Nina Scheres, teacher in Biomedical Sciences and coordinator of the Honours programme, also mentions the importance of feedback from the colleagues present: “It is so gratifying to reach beyond your own bubble and discuss your teachings with colleagues from other faculties. I really gained specific feedback from these colleagues that I can implement directly into my course. And of course, it’s lovely to make new connections.”

Workshop 'The ABC method’

In addition to the general support and tools, teachers also received several workshops. We will highlight two of the most significant workshops: The ABC Method and Gamification. The ABC Method is a workshop that directly helps you (re)design a course. Teachers are instructed to reflect on the learning objectives of the course, the activities students should go through to achieve these learning objectives, and whether these learning objectives and activities align. In doing so, they create a clear picture in their minds of the learning objectives that need to be reached, the necessary activities and of the assessment. Then, using a storyboard, they place all activities in a logical order and thereby create an outline of the whole course.

The ABC method proved to be a hit with the present teachers. “The ABC workshop helped me enormously to organise and get everything in order,” says Nina. Ivana and Saar, who are in fact working on a draft to redesign the entire thesis process for master’s students, concur: “The method helped us to approach our redesign in a really structured way and also helped us to visualise the whole (thesis) trajectory.

Workshop 'Gamification'

The Gamification workshop, taught by two other TLC educators: Tom Slöetjes and Imber van Dijk, proved to be a success as well. “When we normally give this workshop, people have specifically signed up for it. During this retreat, that was not the case and so I was worried in advance that people would be less motivated to participate in the workshop. This turned out not to be the case at all. Because of the relaxed atmosphere that prevailed and the amount of time teachers were given to spend working on their idea, the workshop really struck a chord,” explains Imber.

With the Gamification workshop, teachers learn how to apply game elements in their own teaching as a form of active learning. At the end of the workshop, the teachers have to pitch their ideas in a kind of ‘Dragon’s den’ setting. The teachers engage creatively and Saar steals the limelight by performing a complete rap song. “We have been working together for five years, but I never knew she was capable of something like this,” Ivana adds with a big smile.

“The Gamification workshop gave me an idea for a specific tutorial instantly.”

The Gamification workshop thus contributes to the pleasant atmosphere present, but the teachers also draw elements from the workshop that they can immediately apply in their teaching. “The Gamification workshop gave me an idea for a specific tutorial instantly. And I immediately included this tutorial in the course planning,” says Ildikó Plájás. She is an assistant professor and is redesigning an Anthropology course. Ivana and Saar emphasise the immediate value of the workshop: “Within a thesis project, there are, of course, aspects that students tend to enjoy less, such as parts of the methodology and analysis. We actually immediately gained an idea on how to make this more fun for them.”

The craft of teaching

Besides the value of the workshops, Ildikó also describes how she is supported in her personal development as a teacher. “I am also currently following the BKO trajectory and in doing so I realised that teaching really is a craft. This retreat helps me to approach teaching in this way and helps me improve my craft. The coaching I receive and the feedback from my colleagues are so valuable in this process. Instead of working on a course on my own and constantly asking myself if I am getting it right, I now gain the confidence that I am on the right track. It’s also great to know that, apart from the BKO and events like this retreat, I can always turn to TLC. And I know that they do have the necessary expertise to help me further develop myself as a teacher.” “If I had the opportunity to participate in the retreat again, I would definitely do so,” concludes Ildikó.

“It’s also great to know that, apart from the BKO and events like this retreat, I can always turn to TLC.”

The other teachers agree and also recommend the retreat for other colleagues. Ivana and Saar do add an important note: “Only join the retreat if you already really have a specific idea in advance that you want to further develop. In that case, it can be extremely valuable for you”.