A double helping of teaching tips this week from Dr. H – here they are:
If a learner has an unfamiliar ‘non-UK’ name, it is important to pronounce it as well as possible (rather than mess it up, or avoid using it). It is fine to ask for guidance from the student while you learn an unfamiliar name.
When giving feedback, have a checklist of things you will feedback on. (This might be informed by the assessment rubrics.) In this way, you make sure that all students receive parity of feedback on all the important points.
It’s time for Nicholas Houghton’s teaching tip of the week. This week’s tips is:
Learn all students’ names as soon as possible. You’ll find you can do it; we all can. By using their name every time you address them, you not only help them to feel valued, you help yourself to learn their name. The first session you might consider giving them post-its to wear with their names on, so you don’t have to keep asking their name.
To support the university ambitions to develop excellent teaching, the Creative Education team have worked with key stakeholders across the university re-accredit our provision with the Higher Education Academy (part of Advance HE). We have now developed an overarching framework of taught and experiential CPD learning and teaching, mapped against the UK Professional Standards Framework. The Creative Education Professional Development Framework offers both taught and experiential routes to teaching qualification and/or professional recognition (see Visual on attached which articulates this) designed to fit around busy teaching schedules, as follows:
- The new Postgraduate Certificate in Creative Education offers a 60-credit taught route to achieving HEA professional recognition aimed at newer teaching staff.
- The Creative Education CPD scheme (UKPSF Descriptor 1-3) provides a self-directed route to achieving HEA professional recognition for experienced teaching staff.
- Both routes provide an online, collaborative experience with face to face campus support, provided by a dedicated teaching team and/or network of campus based Creative Education Mentors.
- Rather than produce a written account of professional practice, all participants are now required to ‘present their claim’ for recognition based on the evidence they have from reflecting on their teaching/supporting learning practice through the UKPSF (eg teaching observations and reflective commentaries)
If any teaching staff are interested in doing either a teacher qualification and/or making a claim for HEA Fellowship, please see the Creative Education Professional Development Framework. If you require any further information please email the CEN team on email@example.com
Nicholas Houghton’s tip for this week is:
If your teaching involves using technology, arrive early enough to be able to set it all up and ensure it is all working; ensure you have the contact details of the person to contact if it goes wrong and always have ‘up your sleeve’ [in reserve] a plan B, that doesn’t involve technology, so that the session can proceed if the technology doesn’t work.
Photo by Alex Kotliarskyi on Unsplash
Studies at UCA on the first year experience (Barratt, 2017; Allder & Fitzwater, 2018) have shown that introducing students to disciplinary cultures at an early stage in the their HE journey has many advantages in terms of increasing student preparedness, easing transition, establishing a sense of belonging, fostering student’s resilience and ultimately potentially reducing the likelihood of withdrawal.
In an attempt to take some of the recommendations forward from this in-house research, the University’s Student Success Committee formed two working groups: one on Student Induction and one on Personal Tutoring. Membership of both groups was drawn from lead practitioners in both academic and professional support departments.
The Student Induction Working Group met on three occasions in 2018 and its outputs now include an Induction Checklist for course teams, as follows:
Induction Checklist Guide for course teams Continue reading
I recently put together a teaching session on making digital technology accessibe in teaching. The session was part of UCA’s PGCert in Creative Education, which I lead, and so I should know what I’m talking about.
I’ve used Prezi for the last few years because I believe it to be a ‘better’ tool than Powerpoint, and I’ve been using it on the PGCert. It looks nice. You can change the colours easily. And the fonts are lovely.
But given the focus of the session on accessibility, I thought I’d better check out how accessible Prezi is. it turns out that it isn’t very accessible at all – you can’t add ‘alt text’ to images, the transcript feature is buggy, and you can’t use a screenreader to read the text. Continue reading
I’m fortunate to work with a colleague who has extensive experience of teaching and supporting learning in creative contexts, Dr. Nicholas Houghton. Over the past few weeks, Nicholas has been sharing his teaching tips with participants on our PGCert – and I”ll be reposting these on the Creative Education Network.
Please do respond and share yours in the comments!
Plan any session imagining that amongst the students will be one who is deaf, one is a wheelchair, one from China, one from Brazil, one from a non-traditional background, one on the autism spectrum and one with dyslexia. This will not only help to make it inclusive, but also help all students.
Photo by Jens Johnsson on Unsplash