Ahead of tutorials to discuss our project, this blog will focus on my progress so far and reflect on my feelings around this unit and my project – highlighting any fears and challenges.
First of all, I was inspired to get going on the ARP due to the good grade I received from the IP unit. I struggled with the unit purely due to workload from my Course Leader role and running the two things together . But my positive feedback from my tutor and the grade provided me with new motivation for this course – to complete it and do well!
The first week and first class was enjoyable I felt reasonably confident that i knew what was required. I’m not new to research or research methods so this felt like a more relatable unit. However, I have questioned my initial project choice and have changed it from my initial intervention idea to focus on something I feel is a little more contemporary.
My plan is to conduct my tutorial and seek advice on readings before I progress further.
My new idea is inspired by AI and the unstoppable train of this new tech. Whether we like it or not, we need to change our teaching and assessment in order to combat this. I want to look at increasing the physical in person presentation as assessment along with recorded film. I would like to look at this through the lens of inclusivity and to question if this is inclusive for ND learners and international students. I have a PLAN B – back to my intervention! So lets see what the tutors say…..
I am the Course Leader for BA Fashion Marketing and Content Creation which is a brand-new BA at London College of Fashion. Studying the unit Inclusive Practices has been very formative and timely as I embark on more regular self-reflections in my teaching and how today’s cohorts are shaping my practices.
It was the changing dynamic of my classroom and my need to accommodate and change myself that inspired me to create my intervention. In this report I will reflect on my own positionality and its influence on my pedagogies and teaching style, my intervention conception, evaluating on the progress I’ve made, and feedback garnered. Finally, I will conclude by evaluating my time on this unit, it’s success, it’s influences on me….and challenges that occurred.
As explained in my intervention proposal, my concept focused on supporting Neurodiverse learners and creating a more relatable and accessible teaching team. When reflecting on my own positionality within my practices and my research into my selected intervention, I wanted to address personal bias and also determined if my own positionality had influenced my ideation here. I had chosen to collaborate with a student I had much empathy for. I therefore referred to positionality research from Merriam et al. (2001 , p. 411) who notes that “positionality can shift depending on where the researcher stands at a specific moment, time, or space.” . Perhaps suggesting our identity shapes, us and influencers us when researching – but it can also change and shift as we continue on the research joinery. And if if we do hold bias, you can become ‘inside and outside’ the research based on your positionality.
I have also utilised intersectionality frameworks to reflect on my positionality and relation to the intervention. Whilst I acknowledge the white privilege I hold, I am female from a working-class background, working in academia. My own university experience was not inclusive due, in part, to these identities and intersectionality that prevented me from some progression and also recognition and acceptance in the classroom. By teachers and peers. My social economic background provided me with a strong ‘Essex accent’ and limited cultural knowledge! I could sense the prejudice. It is this experience that shapes my teaching and pedagogies today .
Intervention – Seminar support buddy for NDLs (Neuro diverse learners)
Overview
The Seminar support buddy for NDLs system is an extended tutor support network that takes place in the classroom within the ‘Intro To’ unit in the first 5 weeks of term. Inspired by the TA (Teasing Assistant) system used in primary schools, the Seminar support buddy will be LCF alumni Justine Baylis. A Neurodivergent learner and now alumni.
Aims of the NDL Buddy.
To provide a relatable and visible face within the classroom to support the main tutor/Course leader for the initial introduction classes with year ones, helping to identify NDLs early
To provide additional formative assessment during class time and workshops, with the NDL buddy tasked with liaising with the groups and individual to check lesson understanding and provide support and assistance
To provide feedback and reflection to course leader/tutor on how tutor addressed the diverse learners and ND learners
To assist tutor in creating accessible and diverse teaching material and seminar props
Promote inclusivity and accommodate diverse learners
To provide tangible support to students that can foster community and close learning gaps
The rationale. The context. Why is this needed?
Our post covid, post Brexit generation z students are like no other cohort in my 7 year teaching career. A diverse group of learners from an increased working-class home background – – where intersectionality plays a big part in shaping their experiences.
Data from our UAL dashboards shows that 100% of my first-year home students this year are the first to go to university in their family – which I believe is extremely conducive to the type of student we are seeing an increase in.
Figure 1. UAL Dashboards, 2024
We have streams of support and help at LCF from varying services. But it is faceless. It is distant. It is often distant from the teaching team. It is not a relationship.
Increase in home students from certain backgrounds and the ramifications, are seen in the King’s College research where they note ‘Undergraduates who attended state schools (15%) have on average worse mental health than their peers who attended private school (11%)’. ” Therefore, potentially meaning, our increased cohorts from more working-class Backgrounds with mental health condition or are perhaps neuro diverse due to these conditions, are not attainting at university, and are at risk of not completing their courses…and it could be argued that the current tutor teaching system at higher education, is playing its part here.
The overall aim of the intervention concept is to replicate the successful TA system used in primary schools where those (yet undiagnosed) learners are given another face. A teaching team member that isn’t’ an academic or a professional – but a supporter who can intervene and break down barriers and walls and connect in ways a busy course leader can’t. it may help to close attainment gapes with varying learners. Along with other pedagogies that I use to promote inclusive learning such as object-based learning.
More dynamic assessment could be considered. Critical race theory has been applied in the early years education system to help crate strong inclusive policy and use of assessment. Alice Bradbury (2011) explains “in primary education, CRT has been used to consider the operation of new assessments which are conducted through teacher assessment, which thus allow for different expectations of children from minoritized and low-income families.” Perhaps therefore using the lens of CRT to adapt our teaching team but also assessment could provide a fairer assessment system that also accommodates ND learners as well all as changing cohorts.
The course and unit content has encouraged me to reflect further on the stubbornness of higher education tutors to adapt and change. There seems to be a resistance to adapt to changing needs of cohorts. Why are our diverse learners expected to fall back in line once they reach higher education? Is an 18-year-old with neuro diversity who suddenly joins a new educational hight pressured environment suddenly expected to adapt? how will this maximise attainment? And let’s revisit intersectionality here? Let’s look at the potential additional barriers faced with a neuro diverse student from different race and culture who may not have English as a first language. The intersectionality prevents them from progressing even further as they arrive in higher education settings and find there is little contact and nurturing support from their weekly tutors.
Evaluation
Whilst there has been no opportunity to carry out the NDL buddy yet, I conducted my programme director Louise Stuart Trainer, to discuss the feasibility and the support internally for this. I presented my concept to Louise for her input which I found to be invaluable. Louise challenged some of my ideas with her key questions focusing on:
How would this work with our large cohorts? (there will be project 130 students arriving for the next term)
In those early stages, how will you identify who is neurodiverse as some students do not disclose this
How will you ensure there is not separate teaching within the classroom?
How will you ensure this is inclusive? How does this also take into consideration race and gender?
I reflected deeply on Louise concerns and these have helped me reshape the intervention which will be introduced much more subtly. I have utilised SMART objectives to provide an action plan going forward to help drive this initiative – potentially exploring further into my next unit.
Specific
Introduce the NDL buddy system successfully into the first teaching unit of the academic year as a pilot scheme that can be evaluated in block 2
Measurable
Generate positive feedback around support and mental health provision within CSS survey, maintaining green status in this area for the course.
Attainable
Provide robust lesson plan and implementation plan for the NDL that is feasible for the class size and NDL capabilities
Relevant
Create specific briefing guidelines and KPIs for NDL to ensure their presence is effective and need – and to also generate feedback and actions
Time-based
Introduce this provision in week 2 of the Introduction to Fashion Marketing unit for incoming year 1 students, revisiting in week 5 ahead of submission
In order to provide an overview of the planned delivery and introduction of the NDL buddy, I have created a lesson plan which also details resources and CTAs for the students. (See Appendix 1)
Conclusion
Last year, I experienced an attack from a BAME student with severe mental illness history. The student was in the care of the LCF disability team but the team had failed to raise warnings to myself and teaching team and I wasn’t aware of her background. When I questioned the student on attendance, she felt she was targeted due to her race. I was then subject to abusive emails and death threats at which point she was suspended from UAL. It is through this unit, that I have first heard of Intersectionality – which has now enabled me to reflect on that experience with the student and if I had have been aware of her background….and understood her barriers more….we could have avoided the conflict.
When reflecting on my experience with this unit and indeed the year, the PGCERT has in somewhat been a eureka moment for my practise. I was able to explore deeper theory and research that helped me understand how we got here. How my classroom has changed so much and why. There is no doubt that topics relating to intersectionality have been instrumental in helping me reflect and acknowledge the challenges for my diverse cohorts – and my own personal challenges in teaching them. We have explored race and faith and reflected on research and theories – and yet I am still somewhat in the dark about how we teach and handle sensitive materials that are triggering. When creating a workshop in class recently around Beyonce’s album cover that denotes cowboys and americana, an aggressive debate ensued where a white international student questioned the authenticity of Beyoncé doing this. A BAME student challenged this and had strong opinions on the black artist’s freedom to do so. The debate was shut downs by myself but if left an unease in the classroom and I did not feel prepared for that conversation. Whilst this unit has enabled me to continue my journey into creating inclusivity and accommodating diverse learners, I still feel us tutors are not being fully prepared for what lies ahead with our incoming cohorts and the rise in contextual admissions from home students. I have struggled to engaged and attend as much as I would have liked due to intense working hours…. but the content is extremely relevant and interesting, and I hope to be able to continue this journey of learning.
References
Positionality in research, Bayeck 2022
King’s College – www.kcl.ac.uk, 2023
A CRT Framework for education policy analysis, Alice Brandbury, 2011
The aim of this post, as per the brief, was to help me gain a deeper understanding or the role of racism within my teaching context. In order to enhance my knowledge and support my insights, I decided to engage with 1 reading and 1 ted talk from the suggested reading list – aiming to providing me with a balanced form of research for analysis.
To provide context, I am a Course leader on an extremely new but popular BA called Fashion Marketing and Content Creation. My first-year cohort represents the classic post Brexit classroom – the wealthy non-EU international students…and an increased home student from diverse backgrounds. Our BAME cohorts from London have increased significantly, with more London based BAME students enrolling on our marketing courses. As always, we have an exceptionally diverse classroom – we always have done. Which is what makes LCF special. But that diversity is changing and creating an inclusive safe space learning environment for ALL our students is what drives me as a teacher. I am therefore extremely interested in my own reflections on this topic and to utilise the readings and expert knowledge to educate myself further.
The readings and resources investigate several areas, but both shared the same broad theme – That anti-racism in education simply must start in the early years settings. Something I whole heartedly agree with. It is here, in education settings, that early onsets of racism that can appear in the home, can be challenged by those in the school setting.
Alice Bradbury (2020) discusses the use of CRT (critical race theory) as a framework to improve educational policy in the UK… and argues that despite the fact “racial inequality is a difficult subject for many in the white dominated field of education (Leonardo 2004)”, CRT can and should be considered in the early years as “is in these early years of education that children’s educational trajectories are established.” (Bradbury, 2020)
Asif Sadiq goes one step further in his Ted Talk (YouTube) and argues that all learners are different and that our teachers and educators need to adapt to accommodate those diverse classrooms. This supports Bradbury further who critiques the use of baseline assessment in primary schools that by nature, put learners with English as an traditional language (EAL) at a disadvantage, instantly ensuring inclusion isn’t obtained…..and “by establishing low expectations in their first weeks of school,” (Bradbury 2020)
Asif Sadiq uses his ow personal experience of university where he only was told to engage with materials and resources around white leaders who “did not look like him” – which is where herein the issue of racism and inclusion is embedded deep within the educational sector.
Reflecting on Sadiq’s talk, I felt in some ways his call to action have already been implemented in many universities – certainly within our school at LCF. The need for a diverse workforce for example and diverse resources and material in class.
ON my course, we are shaping the fashion business leaders and marketeers of the future. My white privilege, which I acknowledge, doesn’t mean I cannot be a mentor or a leader to those ethnic students who enter my classroom. I can open doors; I can help them break the barriers. But I must also know they cannot be what they cannot see. They need me to populate their classroom with people like them with shared experiences from the industry. They need me to face race head on, open debate, and not be afraid of those conversations. And ultimately, give them the chance to celebrate and represent who they are by allowing creativity and their culture manifest in their university work.
References
A CRT framework for education Policy, Alice Bradbury, 2020
Diversity, Equity & Inclusion. Learning how to get it right | Asif Sadiq | TEDxCroydon
For the purpose of this post and enhancing my understanding the topic of ‘faith’ within inclusive practices, I decided to review two resources in order to attempt to gain perspective and knowledge. It could be suggested that my reading material was expanded here, but I wanted to focus more on deeply on fewer texts as knew that would be my best way of navigating this tricky subject. I also wanted my readings to be as close to my practices as possible so that I could benefit from the shared knowledge.
I reviewed the YouTube content ‘Challenging Race, religion and stereotypes in the classroom’ – where university professor Simran Jeet Singh, discusses current issues around race and conflict in today’s society – and how he tries to eliminate this biases and conflict within the classroom. I was particularly interested to hear his approach to trying to let everyone have a voice on faith and for different perspectives to he heard – and how we can hear these perspectives with empathy and without judgement. What was also relevant to my own classroom is the discussing around different language, codes, use of media – which is something that is very relevant to our diverse cohorts at LCF where we are discussing fashion media forms – from around the globe.
I have reflected on how these readings and these discussions how this impact or could impact my own practices and teaching. Whilst the discussion on religion and faith seems to favour openness and dialogue – I’m not sure the resources take into account today’s prolific ‘cancel culture’ and reactionary gen z classrooms. Many discussions around race and religion need to be had in the context of teaching fashion marketing (my practices) But there is an element of fear and knowing that some discussions are triggering. For example, recently I was discussing in class controversial fashion adverts. We looked at many campaigns that have been banned and discussed these. During my research, I unearthed some of the historical Benetton ads – one featuring a Jewish and Muslim man from Palestine and Israel together This was from the 1990s, but I was afraid to show it in today’s classroom. I felt It would lead into a faith discussion around conflict that I did not feel armed to have. In previous classrooms, this may have been something that professors could discuss. But there was a fear from myself of being reported or cancelled. I therefore feel that whilst faith and discussions on faith or religious material needs to be had – tutors like myself may need more guidance how to react and responds to today’s active student voice on the matter.
After evaluating and reflecting on my experiences and cohorts, I have seen significant issues arising due to the large number of neuro divergent learners which require us to adapt our teaching approach. Whilst we have a robust disability team here at UAL, they are stretched beyond comprehension. They also hide behind hidden emails and laptops and students do not see them in their classroom where the issues occur.
My intervention proposal is something I have been keen to implement a pilot for for a while. The intervention is around resource and class intervention and will see a recent alumni become a visiting ‘teaching assistant’ for my year ones on my course. The alumni in question is graduate Justine Baylis who I personally taught and mentored. Justine’s enterprise FMP was around a social enterprise teaching support platform for students similar to her that were neurodivergent and really struggled with the university model – and yet were very talented.
My proposal and intervention is that Justine will attend 1 x class a week for block 1 in our first unit and assist with teaching ,with a focus on being there for those who need the support. This TA role will ensure that additional teaching materials are also produced and distributed to ND students or students with anxiety that are prepared by Justine. Justine will then be able to provide tutorials around submission time to support those who need a alternative yet friendly face.
I believe that this intervention will close the attainment gap, provide support to myself and course tutors who are struggling to cope with so many diverse learners, and will also ensure that a disability support service comes into the heart of the classroom.
Whilst Kimberle Crenshaw’s paper on Intersectionality focus on violence against women of colour (1993), it’s themes and findings can be applied for discussion around many genders and communities that feel marginalised by society. It was an influential reading that has allowed me to reflect on intersectional and identity politics on a deeper level.
Crenshaw’s study of women of colour seeking refuse at women’s shelters was particularly fascinating, where she explains ‘Many women of colour, for example, are burdened by poverty- , childcare responsibilities, and the lack of job opportunities’ (Crenshaw, 1993) which in turn causes these women to remain with dangerous partners due to lack of opportunities outside of their relationship – which could be argued is caused by society’s bias and marginalisation of these women. I will reflect further on this later where I discuss my own experience with intentionality working with BAME students from impoverished backgrounds.
When reviewing the interviews, I continued to notice this pattern of societal obstacles. Perhaps an unconscious bias that has been created and continual obstacles that are created by society – and how even in wealthy progressive countries like the Uk create continue systematic obstacles for marginalised communities disabling them from an inclusive and accessible life.
Let’s look at Paralympic athlete Ade Adiptan who praises the Paralympic movement for giving a platform and place to shine for those with a disability. But countering that, Ade argues that in poorer areas of the UK and indeed the world, those disabled people in communities – often black communities – are being denied pathways to things like Paralympics purely through lack of access to facilities. Lack of wheelchair access, lack of sports facilities that have specialist coaches, lack of equipment, lack of facilities that allow them to be invited. This is obviously more prevalent in poorer nations where there is simply no access. not just limited. Without basic physical access such as step free, transport, specific sport facilities, there simply is no opportunity.
This pattern continues with Chay Brown, a trans disabled man. Chay discusses bias and marginalisation in the LBGTQ community and how again, access to safe spaces is also restricted by simple things as access, facilities.
When reflecting on intersectionality in my own teaching practise, I’m drawn to the cases of several of my students with mental health considerations from the BAME community. One BAME student in particular is an exceptionally talented student but she is continually faced with intersectional disabilities. The student has a problematic family with low income but also parental relationship breakdowns. Low family income has required the student to seek two part time jobs whilst studying. This is resulting tin the student feeling exhausted and overwhelmed when faced with classes and assignments. Low income and lack of family relationships has also meant the student has been going through childhood and early adulthood with no diagnosis for her mental health disabilities such as dyslexia and ADHD – which have now since been diagnosed thanks to the disability service at LCF. BAME attainment is something that I am determined to close the gap on. But we must adapt our own teaching to accommodate this and switch to a more student first approach in order to support those with intersectional disability barriers. This means a more personal and individual approach where students have a flexible learning approach and tutors willing to adapt. They must be included, and we must not as institutions, place unnecessary barriers to that. However, as LCF moves so a more aggressive recruitment drive, student cohort sizes are growing, and this approach becomes harder to sustain as our student numbers increase. Physical access and facilities is one barrier we can fix. But also, we must plan for the infrastructure of the diverse needs of our growing cohorts from bame and lower income students.
References
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color , Kimberley Crenshaw, 1993
Lindsay, thank you for attending my session! Your feedback is invaluable . When reflecting on your report I had mixed feelings which I guess is normal !
I was pleased you recognised the energy in the room and whilst you weren’t 100% on the level of my voice, I am used to working in large classrooms with bigger cohorts and the need to project tends to outway everything! But I understand the levels of intimidation this may bring! I was also pleased to see that you valued the use of objects and enjoyed the activity around this. It was also great to hear that you valued my discussion on Connor Ives and provided students with confidence here.
It was interesting to read about your critique of my use of intensive Q&As. I have really reflected on your comments here around how divisive it can be and also how it doesn’t always work for the more introverted learners. I agree with this. Whilst you have suggested avoiding this type of Q&A, I think I would prefer to experiment with creating a more inclusive form of questioning as I am keen to continue to encourage participation and classroom debate . Thank you for reminding me of the saying “People will remember how you made them feel, not what you say.” I completely agree with this! And ironically, this is what I base my teaching on. It may not have come across but i am striving to create emotion and feeling in a class, and not on heavy theory and textbook take outs. I will look at improving my use of Q&A going forward.
As for my loud voice and ‘Caberet’ style….. you are not the first to say this! But it is a part of my teaching style I struggle to alter . But i’m working on it…..
Evaluate how you assess and/or give feedback for learning.
Introduction and background
When I first began my teaching career at LCF, I was immediately required to assess year 3 work and had not been provided with adequate training or guidance on this. I was therefore not fully aware of the grading system or how to effectively assess again the UAL marking criteria – or how assessment and feedback impacted student attainment or confidence. I have since then been fortunate enough to undertake training on this and have assessed substantial work across the 3-year groups of a BA degree and feel confident and well versed in the subject. Yet I am still faced with challenges and need to adapt my methods as we move from gen z to gen Alpha with different needs digital knowledge.
Evaluation.
In my most recent roles at LCF, I have been assessing as follows:
Formative assessment – year 1 and y3
Summative assessment for Year ones around individual brand report sand then group presentations
Summative assessment for Final Major projects for year 3
What has worked well
Feedback tutorials – for year 3, I have been providing mandatory one to one tutorial to discuss feedback in their first y3 unit assessment in order to work with the student to maximise attainment going forward and towards their final classification
Marking and then feeding back against learning outcomes – my assessment feedback refers to the LOs and marking criteria and is structured in this way. This enables students to understand my rationale, grading and also maybe formative for future assessments
Referring to LOs and the summative assessment during weekly delivery. Each week, revisit the LOs and remind students how to maximise grading against these
A guide to where you should be – each week in my units, I provide a guide to where the student should be during that time so they can remain on track
Detailed formative assessment briefings – where students are provided with guidance on what to presents, how long and also what feedback to expect
Challenges
Understanding the brief – challenges for 1st years still unable to fully unpack assessment brief or understand the terminology
Academic rigour for 1st years – lack of professionalism in the presentation of the work which is commented on during feedback. Students still unaware how to achieve this as it is not fully presented in the Learning outcomes and so they are not working towards it.
Formative assessment – 1st years not appreciating the value of this and therefore not taking notes or questing feedback
Moving forward
Over the years, I have engaged with many resources on assessment and have followed guidelines by Rust (2002) on assessment feedback. I have ahered to a positive approach that provides in introduction summary to their work and is followed by positives and negatives that are marked against the learning outcomes. My feedback focuses on formative suggestions, ensuring students can learn from mistakes.
I believe in holistic assessment and whilst in favour of learning outcomes, I recognise the issues and limitations for a creative course like mine. ‘In art and design our challenge is greater because we work with rather more ambiguous terms such as ‘creativity’, ‘imagination’, ‘originality’ etc as well as ‘understanding’. (Davis, 2012) . Therefore assessment around the learning outcomes for our units can very subjective when we are taking into consideration overall creativity or experiemtation. As a course leader, I am able to impact assessment methods and lead on this and as we move into times of increase AI and technology, I aim to experiment with new more creative and dynamic assessment methods and its subsequent feedback. Reflecting on my assessment this term and the challenges, here is how I will translate my finding into practice.
Make the grade – make the grade and the checklist to be introduced earlier in order for students to digest the information, reflect and then return to the classroom with further questions if needed
Supervised study – introduce a study week on the final week of the unit where students can work together in a supervised classroom with a tutor and share work with a tutor and also ask questions in order to feel fully prepared for final hand in this also allows me to foster community and peer collaboration.
Formative assessment – students to be required to complete a proforma which evidences their note taking and understanding of their feedback
Where possible, showcase past student work examples to provide a guide to what is required, however ensuring that new work is unique and experimental and relevant to the current climate.
Increase formative opportunities via the introduction of weekly open office drop ins for students to drop in (online) to discuss the unit with the tutor.
In year 2 and year 3, introduce personal tutorials at the start of block one to discuss academic goals and unpack issues around student past grades or feedback
Create fun polls and quizzes at midway and end of unit to recap on key elements and criteria for the assessment
Rerferences
Writing Learning Outcomes for Assessment, Allan Davis 2012
Evaluate how you plan for and support student learning through appropriate approaches and environments
Introduction and background
As a Course leader on a new BA course at LCF, my teaching schedule and structure is very different to the 6 years of teaching I had previously experienced in a different school at LCF. I was previously part of the School of media communication where smaller courses and more fluid teaching teams reside. This year, I moved to the Fashion Business School where I have undertaken a course leader role – but where I am also required to teach across other courses within the programme – and approach the contact hours differently. This is a new regime and structure for me which I am still reflecting on as we head towards the final term.
Evaluation
The different environments I now find myself in revolve around larger cohort sizes and also teaching on cross course units. I have also taught on units that do not meet my subject expertise which has been challenging. Moving forward, I am keen to build more community and inclusivity and rapport in the classroom of these challenging environments as that is my strength.
When teaching and unit leading my own course, (BA Fashion Marketing and Content Creation), attendance and engagement has been encouraging. Myself and the year one cohort have worked hard to build a community together and much of the success in the delivery comes from trust. The students trust their course leader and show a desire to engage, attain well and create an enjoyable classroom environment.
The environments and formats that have caused challenges are the following:
Devising 1-hour lectures within a large lecture theatre space for 150 students where engagement and participation has many limitations. Why? The environment is isolating and limits student dialogue and doesn’t always provide an enjoyable or creative teaching format.
Devising 2-hour seminars with tasks and activities with units and cohorts I am unfamiliar with. Why? There is limited confidence from me and there is likely to be limited trust or belief from the students.
Group Online formative assessment. Formative assessment within group continues to be a challenge for year 1 students who are not confident or familiar with sharing their ideas around others. This does not promote inclusivity or safe space critique environments.
Moving Forward
Moving forward, I would like to focus on creating inclusivity and community across all my teaching formats and environments, implementing pedagogies and methods that can work online, in large lecture halls and within a bustling seminar group. Even when the subject isn’t my specialism. I want to be a teacher that can adapt. Areas to action moving forward are:
Lectures in lecture hall with large groups – involve more creative materials for visual stimulation and also use the opportunity to bring in guest speakers for panel discussions which work well in large groups and take the onus off of me. I will feel less isolated.
Interactive seminars with unfamiliar groups – introduce ice breaker activity to foster trust and familiarity at the start of the class. Introduce small tasks that can provide rewards and positive feedback for the students. Concluding in more challenging tasks that require more deeper thought and response.
Formative assessment online – alter this to one-to-one in person presentations, utilising the tutorial rooms available at East bank. These will take place within seminar hours in order to not overload timetabling.
In order to assist further with my planning, I have applied the SMART objectives analytical tool to provide achievable action plan
SMART plan
S – Specific –Represent the diverse cohorts in the teaching space with diverse materials.. Creativity: integrate more moving image, video and audio into teaching. Community – create more one to one opportunities and safe space formats for feedback.
M – Measurable: Introduce unit evaluation forms at two points during units for student feedback around content within delivery.
A – Achievable. Create a future plan based on 1 x session per unit which can then be reflected on effectively in time for the next units.
R -Relevant. I must ensure the materials and the delivery are subject relevant and can adapt
T – Time based. I am aiming to introduce new pedagogies to adapt to the new environments for my two block 2/summer term units which begin wc 8th April. Both units are cross course and are for new subjects so therefore present me with the challenges I have faced previous. I therefore aim to introduce new approaches to these formats for this period.
