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Why?

All objects have an emotional impact - some more profound than others.

Content or theme notes given in advance can help students prepare for any specifically difficult emotions and decide how to approach that.

Advise students when you are going to use objects which might be particularly sensitive or triggering (e.g. animal remains).

Give students the option to opt out of dealing with objects that might cause them problems.

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How and why?

Introduce the idea of OBL to students and why you are using it.

Say what might be different to a 'normal' lecture, seminar etc.

Explaining what will happen will reduce student anxiety.

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Why?

Screens dominate educational culture; it's good to return to engaging our senses without an intermediary.

Technological competence isn't necessary to learn from most objects.

A huge benefit of OBL is to enable practice of critical thinking rather than come to a single point of truth (AI won't help).

Focus on interpersonal skills and communication in real time.

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How?

Invite students to investigate an object by touch only.

Ask pairs to describe the features of an object, but not reveal the object itself.

Smell the objects.

Touch and draw the objects without looking at them.

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How?

Refer back to the objects and discussions in later teaching.

Ask students to create digital outputs from objects in their everyday lives (e.g. a pinterest board).

Incorporate materiality into assessment.

Invite collective reflection digitally or in person.

Give fun 'homework', e.g. use your next trip to a supermarket as an exercise in observation. Pick 5 significant objects and add them to a shared document.

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How?

Ask how the objects might link to literature.

Invite students to curate an ad hoc or virtual exhibition.

Set tasks such as creative writing or personal reflection.

Use coloured post-it notes to show which items share themes.

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How?

By encouraging students to share different perspectives.

By asking open questions to invite reflection.

By showing interest in diverse discussions.

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Why?

So that there is more time for deep observation and discussion.

So that students can focus on rich interactions with one another.

So that the learning experience is not superficial.

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Why?

To give confidence to students who may not usually express themselves.

To show that you are listening and model good listening.

To show that you value student's ideas and originality.

To foster a culture of sharing ideas.

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Why and how?

To encourage an atmosphere of careful consideration and deep thinking.

To avoid rushing to conclusions.

To think about the detail as well as the whole.

To focus on materiality and why it is important.

Use an 'advent calendar' technique or slow reveal to look at smaller details on a flat document.

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Why?

So that students can say more and have time to think and process ideas.

So that your ideas don't dominate.

So that students develop relationships.

So that students listen to one another.

So that there is time for slow looking.

So that we acknowledge there are multiple perspectives.