Serious Play, Serious Learning: Using LEGO to Develop Reflective Practice in Apprenticeships

Yarwood, David ORCID: https://orcid.org/0009-0008-9167-2510 and Fitzpatrick, Teresa ORCID: https://orcid.org/0000-0003-0555-1496 (2025) Serious Play, Serious Learning: Using LEGO to Develop Reflective Practice in Apprenticeships. In: Chartered ABS Learning, Teaching & Student Experience 2025, 19-20 May 2025, Nottingham, UK. (Unpublished)

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Abstract

This case study explores the use of LEGO Serious Play (LSP) within apprenticeship programmes to enhance reflective practice and critical thinking. Apprenticeship students come from diverse educational and professional backgrounds, facing unique challenges such as balancing full-time work with study, meeting rigorous assessment standards, and developing the reflective capabilities needed for professional growth. Traditional methods of reflective practice often fail to engage apprentices effectively. LSP, as an innovative pedagogy, provides a hands-on, interactive method to support apprentices in articulating their learning experiences. This study examines how LSP deepens reflective practice and equips apprentices with the knowledge, skills, and behaviours required to thrive in their workplaces. With support from MMU’s Innovation and Teaching Excellence Learning Lab (i-TELL), the facilitators undertook LSP Level 1 training and applied this knowledge in two apprenticeship programme sessions. Session 1: Session 1: Focused on bringing reflective cycle models to life using LSP and storytelling to engage and embed reflective practice. The teaching team trialled LSP delivery and evaluated its impact on student engagement and portfolio development. Session 2: Building on Session 1, this session developed reflective practice and critical thinking through LSP and storytelling to embed learning for portfolio development. Both sessions were structured to enable a do-and-review cycle, ensuring iterative improvements to teaching practice and refining the application of LSP.