My go to answer is normally “ermmm… not much really” … however … During our microteaching sessions we … Learnt about 3D printing, the different types, how they work, how it’s done. The technical side and the creative side through an amazing exploration of three very different types of 3D printed objects and all demonstrated… Continue reading “Did you do anything interesting today?”
Category: Theories, Policies and Practices
Observations
Observer – Karen Matthewman Observee: Sheran Forbes Observer – Yasi Tehrani Observee: Sheran Forbes Observer – Sheran Forbes Observee: Yasi Tehrani
Microteaching: Object-based Learning
Board games from the attic I initially planned to use a tin of Quality Streets to explore bias in data through 3D visualisations using the object. However, I reconsidered this due to potential food allergies and concerns about unfamiliarity of the object, considering how much time I would need to spend explaining the cultural/historical significance… Continue reading Microteaching: Object-based Learning
Case Study 1
Knowing and meeting the needs of diverse learners As an AL my practice includes teaching first and second years on BA graphic design programmes both theory and practical, year one students on MA design programmes and on an outreach programme (UALs Insights) teaching 16–18-year-olds. The students encompass varying age ranges, from a diverse range of… Continue reading Case Study 1
Case Study 2
Planning and teaching for effective learning An area within higher education I want to explore is co-teaching. As an AL I currently co-teach across three universities on two programmes BA GMD first years practical studio work and BA GD Contextual Studies second years. Student group sizes range from 45-75 and so co-teaching is invaluable. Recently… Continue reading Case Study 2
Case Study 3
Assessing learning and exchanging feedback Teaching on degree programmes both practical and theory, across three universities with a cohort ranging from of 45-75 I have experience with both formative and summative assessment processes. Using a recent experience of a first-year student receiving a grade fail, how do we boost student motivation and confidence after a… Continue reading Case Study 3
Silence is … a murky shade of grey
And the only way out is to ‘make some NOISE’. There are times when silence is so loud it becomes unbearable. The beginning of a teaching session saw the co-tutor and I setting up the Padlet which echoed across the for extra-large display screens. The Padlet was filled with an array visual research students had… Continue reading Silence is … a murky shade of grey
A complex situation
I glanced up and saw my student scribbling away in their notebook, head down so close to the page I’m sure their nose was touching it. They were focused and oblivious to what was going on in the studio, to what I had just been speaking to the rest of the students about, to what… Continue reading A complex situation
The prologue – A Complex Situation
The student who I wanted to take notice, sits alone on a large table away from the other students, their arm sheltering, protecting their copious note taking. Their writing neat and organised, pages of it, a textual journal rather than visual. Speaking to them is a little different from other students, eye contact is made,… Continue reading The prologue – A Complex Situation
Rabbit caught in headlights
The idiom ‘a rabbit caught in headlights’ pretty much sums up my reaction when as a student I had to endure crits. I dreaded them. Shocked, frozen, panicked, paralysed with fear, unable to think, much less speak; the sudden, unexpected situation of being confronted (picked on) by a (seemingly) all knowing tutor as my peers… Continue reading Rabbit caught in headlights