Nicholas’ teaching tip #1


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!

Tip #1

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

This entry was posted in Creative Education, Curriculum Design, diversity, Inclusivity, teaching tips. Bookmark the permalink.

4 Responses to Nicholas’ teaching tip #1

  1. stheodosiou says:

    That’s a really good tip! And I think I might add “…and more than one student with little, or no, self confidence (anxiety)”

    Liked by 1 person

  2. tonyjreeves says:

    Thank you Sallyanne!


  3. Tomasz John says:

    Great tip! I know it’s a simplified accessible advice – though I thought I’d flag up we need to be careful with making cultural assumptions as for students from particular cultures or countries. I’ve taught students from China using more sophisticated English than an average home student. I think it’s essentially down to differentiating for students with varied comprehension levels of English regardless of the country the student comes from. A contemporary, global university, such as the one UCA aspires to be, needs to embrace that in their policies and teaching and learning practices. I found Jenny Jenkins particularly relevant to this debate, her recent ‘English as a Lingua Franca at the International University’ book covers valid topics on not only how to explore the implications of diversity from a cultural perspective in a classroom environment, but also from the linguistic point of view, and in particular, about the implications for what kind(s) of English are appropriate for English lingua franca communication in international higher education. Check it out!


  4. tonyjreeves says:

    Thank you for your comment and also for the book recommendation Tomasz, that is super helpful! It’s all too easy to get lost in assumptions about what kind of language is ‘appropriate’, and so being guided by up-to-date research is essential. I’m particularly interested in her recommendations for ‘exploring the implications of diversity from a cultural perspective’, so this book will be an excellent starting point. Thanks!


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