What students say

What students say

What Students Say


Student feedback for scenarios used in ED3590 – Early Childhood Education and Care 2

Discussing the various situations online with my colleagues was on the whole a great learning experience. It accentuated the benefits of discussing problems to find the best possible range of solutions. A key element of teaching practice, I believe – discussion, collegiality and looking at a situation or problem from different perspectives.

Impact on students’  practice:

It has given me an idea of resources available and steps to be taken.”

“A teacher’s role is far-reaching and very important for the safely, health and wellbeing of my students.”

“Partnerships was very relevant to the community work I am [currently] involved in.”

I will be more aware of children at risk and able to spot signs of an abused child or a bullied child.

“I am now aware of what is required of me legally and ethically…I think I will be a better teacher for it.”

Learning from scenarios:

“Scenarios were realistic and you could see them having been played out in real life.”

“I gained deep understanding of these topics from participating in the scenarios.”

“In each of these topics there is [sic] wide and far reaching implications not just for teachers and schools, but for the wider community in dealing with sensitive issues.”

[I learned] “How to address bullying in school and how to inform a school of the impacts, issues and approaches to be taken dealing with bullying.”

“related information to a real life situation.”

“I am now aware of what I am legally required to do.”

The process of scenario-based learning:

“I like the way it was offered”

“Length of time was appropriate.”

“Information was comprehensive and informative.”

“Very well-paced and manageable. I really enjoyed this method of working and feel I gained a lot.”

“Great method for deep learning.”

“Engaging, challenging method of investigating the subject matter that develops lifelong learning skills and attitudes.”

Scenario-based learning in Early Childhood Teacher Education:

“Provides pre-service teachers with realistic expectations about situations they could potentially face and builds skills in order to address these sitatuionsina professional manners.”

“A worthwhile experience. Personal anecdotes supported by learning experience and brought a reality factor to the information. AT times the information was confronting and a little hard to read, but this is important to gain a deep understanding of the issues at hand.”

“Working collaboratively to respond to real life situations through research, sharing experiences and discussion.”

“Helpful to introduce those who have never taught in a school to scenarios which are fairly certain to occur in their careers.”

“Scenarios were highly relevant in the ECE workplace.”

“I feel privileged to have participated in this form of education and feel a lot more knowledgeable and prepared if ever faced with similar situations.”


“Scenario-based learning makes my University time challenging, yet highly interesting. It makes IA1007 one of the best subjects at JCU with the best teachers Lyn and Sharon.”

“The use of the scenario-based learning enabled us all to partake in the summary of the whole subject for linking indigenousness. It provided us as the students with a voice in a fun and interesting manner. It was an invaluable lesson which I can use in my own teaching.”

“Why can’t our other subjects use scenarios more? Linking had all the hallmarks of a great subject with informative, yet approachable lecturers. I will recommend it to everyone else to take. It was challenging, interesting, stimulating, and I learnt so much. There were little gems throughout the semester, Uncle Rusty, the video One Night the Moon, our lecturers with their sense of humour, groupwork, particularly the use of Scenario-based learning. Well Done.”

“The scenario was a great way of getting all of us to interact at the end of very long, intense day. It was utterly amazing to see how everyone still contributed and how we were able to work in groups to respond to the scenario of the ne subject for Julia Gillard. We did indeed feel a part of the process and felt that we were valued even at this stage.”

“I loved engaging in the scenario. Even though I was tired, it was a fun, interactive way by which to reflect upon our learning.”


The use of an SBL as an assessment provided an opportunity to feel that I can actually stand in front of my bosses and promote the case for using Cultural Diversity effectively.”

“It gave me an opportunity to be in my own learning and be responsible for my own professionalism.

“Oral presentations terrify me. But by using scenarios, this was somehow different. I can’t explain it, other than to say, I was able to get and present more competently than I have ever done before. I achieved a level of verbal proficiency that was while still scary also exciting.”

“Using scenarios is different. It certainly enables the learning to be enjoyable while getting the message of the subject content across. It was a worthwhile approach which engaged me even as an assessable activity. The practice with the scenario beforehand was a great way to see how it worked together while having the support of a group.…loved it!


“Wow. Can we do more of that as I see how I have so many different ways of solving problems?”

“My one brick seemed insurmountable, but when others suggested strategies and solutions, I visibly witnessed all the bricks in that wall change. It felt incredibly uplifting.

“I will never forget what I learnt by doing a scenario with The Almighty Wall. Thank you Lyn. It was an invaluable lesson.”

“I did think that it was worthwhile doing for a number of reasons. Firstly, it was a great equalizer because the class interacted with one another sharing ideas. Secondly, we became more open to different ways of seeing how things operate. Thirdly, it gave us a voice to be hard!”

“The scenario provided the opportunity to expose our fears, negative thoughts and limitations (obstructions) to learning in a supportive environment. The Wall group activity afforded some anonymity, which allowed honesty. The process of moving paper (grouping and regrouping) into themes encouraged engagement on a whole class level. It showed just how differently people think.”

“Yes. I really enjoyed this scenario activity because we were able to see what problems we had in common with others in the class. It allowed us to give others solutions and receive feedback on our own problems. And it was interesting to see that as a whole, we had more solutions than problems.”

“The Wall scenario was a worthwhile activity. It discussed some of the very real challenges we face as a university students and strategies on how to deal with these issues.”

“Using this scenario was a great exploration of how to deal with stumbling blocks at University. To have everyone’s opinions on how to approach various issues relating to everyday struggles. It was interesting to view the class perceptions of how they would do this and as such, gave me more choices to examine other than my own. I found the notice board a great visual aid as well as I’m a great visual learner! So the wall helped me a lot. The overall input of everyone’s ideas showed working as a group benefits us all!”

“I considered it a very worthwhile, interesting activity, because it connected us as a group.”

“All of the feelings, emotions and thoughts in the scenario were also what I was feeling and thinking, so I felt like I belonged.”



“The opportunity to work through scenarios in Psychopathology tutorials enabled me to match theory to practice in a way that has given me unique insight as to what my role would be once I become a clinical psychologist “

“Scenario-based learning is a great way to integrate the learning styles of my classmates with my own to achieve positive outcomes for our ‘clients’ “

“Scenario-based learning is a refreshing and interactive way of working through the course material, and I believe it helped me remember a lot more of the content compared to the traditional lecture/tutorial approach.“

“I found SBL extremely helpful and interesting as it allowed us to apply the theory we were learning to real-life examples. This made it easier to understand concepts and helped me to learn topics more in-depth. For example, examining case studies of psychological disorders illustrated how the same disorder can present differently in different people, and highlighted the number of issues and complications involved with making a diagnosis.”


“The Scenario-based approach taken in Advanced Health Psychology provided me with the opportunity to see how the theories and concepts I have been learning can be applied within a real-world context.”

“Actually working through scenarios with fellow students really highlighted the depth of our knowledge, the importance of a collegiate environment and brought to life the realisation that solutions are not always as simple as they first appear.”

“Working on scenarios within the safety of the university environment enabled me to fully explore and challenge concepts and ideas that may not have been possible in a real-world setting “

“Having the opportunity to design an intervention and then write up a proposal in support of the intervention in a format acceptable to Queensland Health made everything “click” for me, I now know that a career in health psychology is the one for me!”

“Marie’s ability to bring the working world of a psychologist into the classroom really helped me identify where I want psychology to take me in my future career.”

“The most challenging and interesting psychology subjects I have taken at JCU were those that applied scenario-based learning as an integral part of the course – namely Advanced Health Psychology and Psychopathology.”


“The scenario made me put the theory into a real life situation”

“The scenarios took me to the next step – what would I actually do in such a situation”

“Taking on a role in the public meeting made me think of the situation from that person’s view.”(Feedback after tutorials, 2010)

“Amanda has always made the theoretical knowledge into a practical scenario, which I find helps my knowledge. Great job Amanda” comment on WS2513, SP2, 2010


Scenario-Based E-Learning: A Step Beyond Traditional E-Learning

By Randall W. Kindley

Preparing Graduates for the Professions Using Scenario-based Learning

Edited by Edward Peter Errington

Promoting Learner Autonomy with Scenario-Based Learning: Experiences from an Innovative Teacher Education Programme in India.

By J. Bawane, R. Takwalw and S.Naidu