SCALE-UP: Student-Centred Active Learning Environment with Upside-down Pedagogies
Combining group activities, peer teaching, flipped learning and enquiry-based approaches, SCALE-UP offers an engaging alternative to traditional lectures.
SCALE-UP rooms feature circular tables, shared laptops and mirroring technology, to support student centred activities designed to foster enquiry-based collaboration. The SCALE-UP environment promotes collaborative learning opportunities via strategically assigned groups with assigned roles.
SCALE-UP has demonstrable benefits for student learning, including improvements in conceptual understanding, transferable skills development, engagement and satisfaction.
Originally developed by Prof. Robert Beichner to teach calculus at North Carolina State University, SCALE-UP is now used globally in over 375 organisations and a variety of disciplines.
Extensive evaluations of SCALE-UP at North Carolina found several benefits for learning, including enhanced problem-solving ability, increased conceptual understanding, and higher attendance, attainment and satisfaction. For further information, see NCSU .
Nottingham Trent University is leading one of 17 national collaborative projects in the HEFCE programme: Addressing barriers to student success. Our project, which supports wider Success for All work at NTU, focuses on increasing the use of SCALE-UP as a strategy to address attainment disparities.
Although the value of active learning approaches is widely recognized, it has proven challenging for HE institutions to spread their use. Our project investigates institutional barriers to widespread adoption and tests whether the benefits of the pedagogies continue to work at scale.
Our partners, Anglia Ruskin University and the University of Bradford, are focusing on Team-Based Learning alongside SCALE-UP, as the two approaches share many features in common. The project has been awarded £440k and will run from March 2017 to February 2019. For more information visit the project website or contact the project lead: Jane McNeil.