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Category Archives: TPP
Case Study #3. Introducing & moderating peer’s feedback for formative assessments.
BACKGROUND For the Marketing Management Unit, which is delivered for Y1 BSc & MSc, students are assessed holistically through a 2000-word report on a brand of their choice, for which they are required to research and analyse the brand case and … Continue reading
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Teaching practice review #3: review of your practice written by a tutor.
This is extracted from the Observation Form, attached here. This tutor’s observation is based on this document, and was discussed over an online 1:1 meeting: Observations, suggestions and questions (by observer): “Sonia, thank you for sharing your session with me. … Continue reading
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Teaching practice review #2: review of my practice written by a peer.
The below observer notes extracted from the Observation Form, attached here. This peer’s observation is based on this document, and was discussed over an in-person meeting: Observations, suggestions and questions (by observer): “- Very clear introduction and expectations. – A … Continue reading
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Teaching practice review #1: review of a peer’s practice
My comments to my peer on their practice below – these are extracted from the Observation Form, attached here. ” It was great joining the seminar session. A few points I picked up on below: I very much liked how … Continue reading
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Case study #2. Dismantling hierarchy to encourage student agency and critical thinking.
BACKGROUND Teaching across multiple courses, years and units of different nature is giving me the opportunity to observe and experience the teaching and learning culture present and ever developing at UAL. In the recent academic years, I am detecting an … Continue reading
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Workshop #4 (+ Reflexion #4): Learning Outcomes & Make the Grade checklist
Reading: Learning outcomes and assessment criteria in art and design. What’s the recurring problem?, Allan Davies (2012) This article discusses the development of learning outcomes, and more specifically in relation to the specification of the assessment criteria in art and … Continue reading
Posted in Reflections, TPP, Workshop activity
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Workshop #3. Reading Activity: Aims and outcomes (and Reflexions #3)
Reading Abstract The article explores the concept of aesthetic learning in arts education, focusing on its goal and means. Aesthetic learning is defined through two dimensions: convergent versus divergent goals and medium-specific versus medium-neutral means. Convergent learning is goal-oriented and … Continue reading
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Case study #1. A new -and unknown- Y1 cohort: assessing individual and group needs.
BACKGROUND Within the Leadership & Management programme 23/24 at FBS, I lead the Marketing Management Unit, which is delivered for Y1 BSc & MSc students, in Block 1. As unit leader, I am responsible for planning and creating all contents … Continue reading
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Micro-teaching: OBL activity
The activity See session slides attached below: And the activity outcome: conceptual map of a candle. Context & reflection When designing this Object Based Learning activity, I tried to think of how I could apply OBL in my own academic -but … Continue reading
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Reflections #2.
Embracing the silence For our second workshop reading activity (Teaching at UAL), I read ‘Embracing the silence: introverted learning and the online classroom ‘, by Karen Harris. Harris’ article resonates with me and leads me to reflect on my own … Continue reading
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