Discover UCL – Using Lego® Serious Play® with Deaf and Hard of Hearing Students.

 

“Designed to support students who are deaf or hard of hearing, Discover UCL is a summer school that aims to encourage prospective Year 12 students to consider applying to university through a range of informative and interactive sessions. The three-day specialist programme features BSL interpreters and live captioning across all talks. It is one of only two widening participation programmes in the country aimed specifically at deaf and hard of hearing students.”

In July 2024 I was invited to take part in Discover UCL – a summer programme for deaf and hard of hearing year 12 students interested in applying for university. As a qualified Lego® Serious Play® facilitator I had used this active learning technique with my colleagues in HEDS and suggested that this gamification approach to learning might benefit this particular programme. I conducted a pilot study with the other facilitators who have been working on this programme for many years so that they knew how the session would run. I then created a bespoke Mentimeter for the session with 2 questions that the organisers  wanted the students to engage with:

  1. Their motivations for attending university and the anticipated challenges they might face as deaf individuals.
  2. Their definitions of success and the paths they envisioned to achieve it.

“The session began with a brief introduction to LSP to structure the activity. The introduction alongside other instructions was delivered using Mentimeter (an interactive presentation software) as is the case for other LSP sessions on team building.

This was the first time that the students had engaged with Mentimeter and Lego® in an academic setting. Each student was given a Lego® Serious Play® kit and they were tasked with creating a Lego® model representation in response to the first set of questions. At the end of the creation period, participants shared and explained their Lego® models to the group using a pointer to highlight areas of particular significance in their models.

Students were encouraged to ask questions about each other’s Lego® creations rather than directly questioning the individual. For e.g., asking “What does that green block represent?” rather than “Why do you think X will be a challenge?”

While some concerns were specifically related to deafness, such as the need for support arrangements, most concerns were like those of any student considering university—financial issues, leaving home, fitting in, and making new friends.

The second set of questions followed a similar process. When asked about success, students largely associated it with financial stability (e.g., home ownership, car ownership) and achieving career success through hard work and progression. Interestingly, deafness was not seen as a barrier to achieving their defined success. “

2 facilitators with two students engaged in Lego Serious Play

(Anjoom – UCL Arena, facilitated the Lego Serious Play session)

https://www.ucl.ac.uk/widening-participation/news/2024/nov/discover-ucl-deaf-and-hard-hearing-students

https://www.ucl.ac.uk/teaching-learning/case-studies/2024/sep/tactile-pedagogies-engage-disabled-students

 

 

 

 

 

 

 

One in a million…a life of service.

In my role as part of UCL Arena we talk a lot about first in family, widening participation, inclusion, diversity, the needs of overseas students etc. This is nothing new and I want to share with you the narrative of someone who flourished despite all the obstacles placed in her way. She is my role model and someone who was first in family, faced discrimination and numerous other challenges when coming to study postgraduate medicine in the UK at a time when the NHS needed doctors and particularly anaesthetists – she is my mother, Dr. Shahbanu Mukadam.

Her journey began in Ahmedabad, Gujarat (India) where she was the youngest of six children and daughter of a land owner.

Her father encouraged her to study (above is her graduation photo – she’s on the far right) and as it was during the time of partition she studied medicine in both Bombay (Grant Medical College) and Delhi (Lady Hardinge Medical College). Her family affectionately call her ‘Shah’ and her colleagues and friends, ‘Banu’. Below she is pictured as a medical student sitting next to Jawaharlal Nehru (India’s first Prime Minister):

and later with the Imam, HH Aga Khan IV, leader of the global Nizari Ismaili Muslim community.

Her journey to the West began from Bombay (now Mumbai) on a ship sailing into Venice where she was accompanied by other qualified doctors heading to England and Ireland to study postgraduate specialisms. They then caught a train to London – enthusiastic and eager to begin their new lives. Like most migrants of that time they had no intention of staying – this was just a year or two to gain further educational experience and then head back home. Life had other ideas for my mother and she was swept off her feet by my father who had come to London from Bombay via East Africa to study architecture. She was so traditional that she sent him to Ahmedabad to ask her father for his daughter’s hand in marriage. After a year, I was born and we have been inseparable ever since:

 

She followed my father to Zambia, Nigeria, Pakistan and India so that he could pursue his career as an architect (he faced tremendous discrimination and felt suffocated working in a small office in London where his colleagues couldn’t pronounce his name, Amir, and instead for some bizarre reason used to call him ‘Jim’!!). Wherever she went she readily found work and was very successful, but she wanted her children to settle in England so she decided that boarding school was no longer a viable option and moved to the leafy suburbs of Bromley and Chislehurst. Sadly my father passed away at a young age and the responsibility of raising 3 children single handedly fell on my mother. She was now a single parent with no family support, but had some amazing friends, especially Dr. Bala Doshi, Dr. Pali Bhatia, and Dr. Beni Kamdar…doctors like her, working in the NHS. Her hard work and determination enabled my brothers and I to all succeed in life and education was paramount in that journey (between us we have quite a collection including MBBS, MBA and PhD).

On retiring from the NHS she joined St. John’s Ambulance and volunteer work became her mission – she went to the Queen’s garden party, plays at the Churchill Theatre in Bromley, Air shows in Biggin Hill and so much more. She’s still going strong and enjoying life:

 

We hear of immigrants ‘taking our jobs’, ‘not contributing to society’ and they are generally portrayed as mooching off the State…we saw Rishi Sunak’s story dismissed of how hard his parents worked and struggled – despite becoming Prime Minister he was still  labelled a ‘P…’. As part of my PhD I interviewed Lord Parekh who talked about how the first generation were grateful to Britain for taking them in…perhaps Britain needs to show a bit of gratitude to a generation who despite all the barriers stayed and contributed to its wellbeing. A few months back, I went to visit Lord Parekh at The House of Lords, just as I had done all those years back when interviewing him for my PhD, only then I was terribly nervous and dressed in a suit – what do you take for someone like him? I settled on a box of mixed mithai (Indian sweets) from Ambala on Drummond Street (next to Euston station) and wore an Indian kurti (blouse). He looked the elderly statesman and it was a privilege to spend that time with him.

Significant progress has been made since the arrival of the first generation on England’s green and pleasant land; sadly, subsequent generations are still facing discrimination and continue to be judged based on the colour of their skin and cultural heritage. As Indobrits, we have the potential to integrate the strengths of both cultures, and there is a resurgence of pride in our ancestral heritage—now celebrated openly rather than concealed. As William Dalrymple articulates in his recent publication, “Indian learning, Indian religious insights, and Indian ideas are among the crucial insights of our world.”

My mother left India, gave up her Indian passport and is more British than I am, but she shared with us her love for all things Indian – language, music, literature, clothes, cinema, food and above all an ethic of ‘insaniyaat’ इंसानियत (humanity). I would have discarded all of this had I not gone in search of my identity and realised the sacrifice that the first generation had made – it brings tears to my eyes, but it is never too late to reclaim that part of you that’s been hidden and to celebrate its richness without fear of being judged.

I leave you with this poem by Rabindranath Tagore:

চিত্ত যেথা ভয়শূন্য Where the mind is without fear
Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the world has not been broken up into fragments by narrow domestic walls;
Where words come out from the depth of truth;
Where tireless striving stretches its arms towards perfection;
Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit;
Where the mind is led forward by thee into ever-widening thought and action—
Into that heaven of freedom, my Father, let my country awake.

Autumn 秋 (Aki)

 

Autumn is my favourite season, it bursts with life even as it signals the end of one. It’s a time when the world around us turns vibrant — leaves blazing with fiery reds, golden yellows, and deep oranges. There’s a crispness in the air that sharpens the senses, making everything feel more alive. It’s not the kind of beauty that’s loud or demanding, though. Autumn is subtle and an indication that change is on its way – walking under a canopy of trees, feeling the cool breeze against your face, or catching a glimpse of the sky through falling leaves…it’s a beautiful time of the year.

There’s something captivating about the way autumn forces you to stop and notice. It’s not just about the colours or the cool, refreshing air; it’s the atmosphere it creates. The world feels calmer, like it’s holding its breath, waiting for the first snow. It’s a time to reflect, not in a heavy or somber way, but in a way that feels refreshing. You start to think about what’s important, what you want to let go of, and what you want to keep. It’s almost like the world is urging you to shed what you no longer need, just like the trees.

Unsurprisingly – my love for autumn started when I was teaching in Japan, I had never experienced the scent of Kinmokusei (osmanthus), the golden leaves of the Ginkgo tree nor the spectacle that is Momijigari (紅葉狩り) – maple leaf hunting – seeing is believing. Your eyes want to capture and hold on to this beauty …crisp mornings, blue skies, the warmth of the sun and the vivid hues of autumn. 🍁

Japanese haiku, with their focus on capturing the essence of a moment, seem made for autumn. Two haiku come to mind, both managing to distill the magic of this season in just a few words.

1. Matsuo Bashō (松尾芭蕉)

​初しぐれ
​猿も小蓑を
​ほしげなり

​(Hatsu shigure
Saru mo komino o
Hoshige nari)

​“The first cold shower;
Even the monkey
Seems to want a little coat of straw.”

Bashō captures that moment when autumn’s chill first creeps in, and everything, even the animals, seems to be caught off guard. This haiku includes the playfulness of nature but also the instinctive search for warmth and comfort as the days get colder. It’s a reminder that we’re all part of this seasonal rhythm.

2. Yosa Buson (与謝蕪村)

​秋の暮れ
​手を引きながら
​子が見たり

​(Aki no kure
Te o hikinagara
Ko ga mitari)

​“Autumn evening;
As I pull my child’s hand,
They gaze in wonder.”

Buson’s haiku is simple yet powerful. The scene is ordinary—walking with a child in the evening—but the wonder in the child’s gaze brings out that feeling of awe we often forget as adults. It reminds me of how autumn can make everything feel new, how the world can still surprise you, even in its fading.

Autumn isn’t just about things ending; it’s about seeing the beauty in transition, in the moments between what was and what will be. That’s the magic—the tension between letting go and holding on, between change and stillness. Just as in these haiku, it’s the brief moments of noticing that make it special.

 

Graduation Ceremonies…

As with the seasons…graduation is one of those markers of time in the university calendar. There’s something magical about being at a graduation – the pomp and ceremony, excitement, tradition and  the fact that it’s a pivotal moment in an individual’s career as they transition into employment or pursue postgraduate study.

I remember my first graduation very clearly…it was freezing cold and the ceremony was in the Albert Hall. My peers and I watched in awe as the PhD candidates came on stage and received their degrees…such elaborate gowns, stunning caps and the chance to shake hands with Princess Anne. We waited our turn – Bachelor of Science and walked along the stage in swift succession, no stopping, no selfies (there were no mobile phones!), no opportunity to seize that moment… not even a blur in my mind.

Coming from a family of high achievers (my mother, an anaesthetist and my father, an architect) who had struggled on arriving in London as postgraduate students. It was understandable why my first degree didn’t warrant much celebration – it was seen simply as the first step, an expectation and an opportunity to move forward. They knew that in order to succeed in Britain we would, like them, have to prove ourselves and continuously strive to be better…one step ahead.

In fact, on the day of graduation- my mother was working so couldn’t attend, my father had passed away in my first year of study and both my brothers were themselves at university outside London (one studying Economics and the other Medicine). These were pieces of paper that gave you access and if you were lucky, they would open doors (theoretically!)…they were necessities.

So whilst some students came out with degrees in French Literature or Theology – the majority of minority ethnic students were predominantly studying Pharmacy, Economics, Law, Accounting and Medicine. Sadly, not much has changed – sitting on the stage last week there were but a handful of students of South Asian heritage graduating with a degree in Education.

Teaching – the noble profession, but not one that pays well! Luckily that wasn’t my motivator and this vocation has given me more than money could possibly buy. It gave me an identity (another one!) and the opportunity to learn – from my colleagues but most importantly, from my students. I lived in Japan for 6 years and it was my students who patiently corrected my terrible pronunciation and endless mistakes when writing in Kanji. I taught at all levels from Kindergarten (where the students called me An-Sensei) to University where I was either Sensei or Professor (Japan having taken on the American education system).

On returning to the UK, I completed a Master’s Degree and PhD but didn’t attend either graduation ceremony, it was after all an unnecessary extravagance…it was only when I got my first post-doctoral post at The University of Lancaster that I got to wear the beautiful gown and in a way celebrate my own achievement. It was a wonderful graduation ceremony with trumpeters playing as we entered the hall – proud parents and family members watching as we made our way to the stage.

Last week I attended the graduation of students from the IOE – UCLs Faculty of Education and once again had the opportunity to enjoy that privilege of celebrating the success of another generation of students.

These students were not shy as we were…some waved at their families as they walked by, others took selfies and one brought her little daughter to walk with her on the stage as she completed this milestone. It was a privilege to hear Rob Rinder speak about being ‘contrarian’ and our responsibility to claim back the pen and write our own stories.

20240520-1

Graduation is an event that always fills me with joy – it’s inspiring and life affirming. As someone from a minority ethnic background I feel a sense of responsibility to be present amongst my majority white colleagues – being that brown face walking in the procession and sitting on the stage would make my parents proud of their hard work and sacrifice. If in turn it inspires others, then that is simply the icing on the cake…or biscuit!

 

I want to end this piece on graduation with a tribute to one of my students – her name was Mumtaz and sadly she died of cancer and was unable to attend her graduation. She was an inspiration – no chemotherapy, loss of hair or pain was going to stop her achieving her aim of completing two masters degrees from UCL-IOE and becoming a STEP Teacher. Mumtaz passed away before her graduation, but that was the most beautiful graduation ceremony that I attended. There was not a dry eye in the room…everyone stood up and clapped for this resilient teacher who persevered despite the odds and made us realise again that this is the noblest of professions. RIP.

Spring…memories of o-hanami お花見 , Holi होली and Navroz نوروز

There is something magical about spring – growing up in London it was always about daffodils, crocuses and tulips.

…that was all to change after spending my first spring in Osaka and celebrating o-hanami.

Cherry blossom (Sakura 桜 ) in Japan signals spring, but it means so much more…it holds a very special significance in the cultural life of the country and its people. Predictions are made as to when the first blooms will be seen in southern, tropical Okinawa and timelines are made to show how the blossoms can be tracked moving up towards Hokkaido from March to April. There is an excitement in the air and families get ready for picnics or Hanami (literally – flower viewing) under the cherry trees in full bloom. There are seasonal treats such as Sakura mochi – sweets wrapped in delicate cherry leaves.

What makes this time period so special is the ephemeral nature of the blossom…its arrival is spectacular and then before you know it, it’s over!

Cherry tree in full bloom

Haiku have been written about this season – R. H. Blyth translated Basho’s haiku:

さまざまの事おもひ出す櫻かな

Samazama no  koto omoidasu  sakura kana

How many, many things

They call to mind

These cherry-blossoms!

In London we are so lucky to have cherry trees in several of the parks – my favourites being Greenwich Park and Regents Park. O-hanami is a tradition that I brought back with me and every year it reminds me of that excitement in my local park in Osaka, Takamatsu, Okayama and Tokyo.

Another celebration of spring is Holi (the Hindu festival) and last but not least is one that is close to my heart – Navroz (new day) which we observe on the 21st March every year… Navroz Mubarak!

Living in a material world: The Commodification of Culture

This is an area that I started looking at as part of my PhD and that has continued to fascinate me. I co-wrote an article on this subject in 2011, the chapter was entitled Living in a Material World: Religious Commodification and Resistance

Abstract:

This chapter will explore the impact of immigration on the relationship between religion and consumer culture in Britain. It will focus particularly on the ways in which globalisation and commodification have accelerated the consumption of ‘ethnic’ goods, be they cultural or religious. Whilst for some there are no limits where commodification is concerned, for others there is a clear boundary that cannot be traversed. Religious commodification is an arena in which there is an increasing interest, especially as religious symbols and artefacts are being appropriated by both adherents and non-adherents in an attempt to capitalise on a growing market. As developments in this field are very recent, this chapter will draw on examples cited on the internet.

Fast forward to 2024 – what has changed?

I can’t but help notice when new products arrive on our shelves – here are some recent ones and the question that always comes to mind  ‘…is this a celebration of culture or an opportunity to monetise culture?’ You can make up your own mind on this with some of these:

Subway

Image of Subway 'Big Bombay' sandwich
Heinz
Heinz beans - 3 cans, one of Tikka, Jalfrezi and Vindaloo beans

Mr Men books for Diwali and Eid

Mr. Men Little Miss Happy Diwali

M&S
M&S advert for divaliM&S Eid Gift Card
John Lewis
advert on john lewis website for Eid 'Gift Food and Alcohol'
I think it’s clear that this is marketing gone wrong! Offering Muslims Alcoholic gift options!
Toblerone
Duke of Delhi
Duke of Delhi chocolate bars
poster of shocked kid
Chocolate with Bombay Mix…certainly different!
Interflora
Fortnum and Mason

Active Learning: Creative engagement through gamification

 

In the past year I have taken a keener interest in applying active learning strategies and what is also commonly referred to as Purposeful Play or Gamification. The video below was my trial at combining an AI chat question with AI Video…the result for someone with no experience in creating videos was a real eye-opener.

There are several other tools that promote active learning and which are pretty straightforward to use:

  • Mentimeter

I was very fortunate to have had the guidance of Dr. Martin Compton who was a colleague in UCL Arena when he first introduced me to Mentimeter. There are many benefits to using Mentimeter as outlined in the video below:

 

Mentimeter has lots of features which are fantastic for student engagement. Below is a link to 70 fun ice breaker activities. 

One of the activities that students really enjoy at the start of a class is the one below entitled ‘Where are you from?’ – they get to put a pin on the map in relation to the country that they feel best answers the question (this is all about self-identification).

Map of the world with pins

Here are some more templates.

  • Padlet

I created a padlet to act as a resource for a workshop on Active Learning and you may find some of the ideas useful. Please note that Padlet is not accessible to all which is why I stopped using it as a tool in workshops – it goes against the principles of Universal Design for Learning. It is however, a good board to organise your own materials.

  • LEGO® SERIOUS PLAY® methodology
Lego volkswagen camper by the beach at sunset

In the autumn of 2023 I attended a 4-day workshop to become a LEGO® SERIOUS PLAY® methodology facilitator. I was blown away by the power of this tool which involves 4 main drivers: Construction, Metaphors, Story Making/Telling as well as Imagination. In the new year I will be offering team-building workshops using Lego®.

The Origins of The LEGO® SERIOUS PLAY® Methodology

The methodology is built upon a process which stems from the heart of LEGO elements and the LEGO building system. Looking for a tool to unlock imagination and innovation within the company, the LEGO Group realized that a solution might be found in the LEGO System in Play itself: Just as the LEGO Group had been inspiring children to ‘build their dreams’ for decades, so perhaps adults could be asked to build their visions for future strategy.

The idea of the methodology originated in 1996 when two professors at IMD in Switzerland and The LEGO Group owner Kjeld Kirk Kristiansen were exploring alternative strategic planning tools and systems. They developed an understanding of the value of employees and the concept of an evolving, adaptive strategy that included using LEGO elements as three-dimensional models of business issues and challenges. The strategy was named LEGO® SERIOUS PLAY®

Lego female at computer surrounded by plants

 

  • Other Tactile Pedagogies

There is an increasing interest in tactile or sensory pedagogies and this includes activities such as:

– Play Doh

– Tangrams

– Scratch Cards

– Origami

Read more in this report on Innovating Pedagogies

 

Reflecting on completing Senior Fellowship (SFHEA)…

I’ve been meaning to start this blog since I started at UCL Arena back in March 2022, but there’s always been something else to do and so this went further and further down my list.

Why then am I starting now? I recently completed my SFHEA application (and passed 🤪) which is a process that took me on my own educational journey and reminded me of how fortunate I am that I chose teaching as my profession or did it choose me?

My own schooling took place in the UK, Zambia, Nigeria, India and Pakistan in both the private and state sectors…from the Nilgiri mountains of Ooty to a strict boarding school in Hampshire. I’ve often heard friends and colleagues complaining about their school experience – may be I was lucky that I moved from one school to another and thrived in those environments.

I completed my degree in Biological Sciences and then went on to do a PGCE in Secondary Science – having been cocooned in middle class schools I suddenly found myself in a London school where there was chaos in the classroom. It was a revelation, but a little too much for someone who was thrown in the deep end without much support from the teachers in the school who felt it was fair game to watch the trainees suffer (perhaps as they had done!). Needless to say, I jumped ship and took the advice of my brother who had taken a gap year to teach English as a Foreign Language. He had spent a year in Spain and loved every minute – my EFL journey began with a short course at International House in Piccadilly after which I taught European and then Japanese students in various EFL centres around the UK. In addition to the classroom-based teaching, we visited museums, went to plays in the West End and went on field trips to Stratford upon Avon and Edinburgh. How different from my experience in the science classroom where students were mixing chemicals, dissecting mice with no care or respect and generally running riot. You can see now why I changed career!

The scene was set and by chance I came upon an advertisement in The Guardian for the Japan Exchange Teaching Programme. I remember going for an interview at the Japanese Embassy in Piccadilly hoping that this would be the start of a new adventure. Did I speak any Japanese? Did I have any idea what I was letting myself in for? Clearly not – I received the letter telling me that I had been successful and would be on my way to a secondary school in Osaka (Sakai Higashi) after a week at the Intercontinental Hotel in Tokyo. What they failed to mention was that it was August…the hottest, most humid month in Japan!

Imagine this – bright-eyed university graduates of various disciplines all headed to Tokyo in Business Class…this was going to be fun! I ended up spending 6 years in Japan teaching all levels from kindergarten to university students, I learnt Japanese, took proficiency tests and exams but never felt a sense of belonging. I was always the outsider, the ‘gaijin’…yet, I’d never felt that i belonged in England either. Where was my ‘home’?

外人

The next stage in my journey was unfolding – in search of my identity . I could wax lyrical on this topic but won’t as it’s an unfinished project – if you want to read more then my PhD thesis is available from the British Library.

We usually don’t have the luxury of reflecting (particularly in relation to our own educational journey) so doing the SFHEA gave me the opportunity to look at my leadership journey as well as my own practice and the way in which I have brought about changes particularly in relation to empowering students.

If you’re at that stage and thinking about completing the SFHEA here is some information from the Advance HE website. If you’re a UCL colleague – just to let you know that there is no fee and that there is a lot of support available from UCL Arena.

Senior Fellowship is awarded to professionals who demonstrate they meet the criteria of Descriptor 3 (D3) of the Professional Standards Framework (PSF) 2023 for teaching and supporting learning in higher education. It is suitable for individuals whose comprehensive understanding and effective practice provides a basis from which they lead or influence the learning and teaching practices of others (peers, colleagues, mentees, etc.) who teach and/or support high-quality learning.

To be awarded Senior Fellowship, individuals must evidence that their effective and inclusive practice meets the following three Descriptor 3 criteria statements:

  • D3.1 a sustained record of leading or influencing the practice of those who teach and/or support high quality learning
  • D3.2 practice that is effective, inclusive and integrates all Dimensions
  • D3.3 practice that extends significantly beyond direct teaching and/or direct support for learning
Japanese ceramic duck