Adam Danquah, Sheila Fidler, Sarah Littlejohn, Hannah Marsden and Emma Willert delivered an interactive Masterclass exploring the psychological curriculum and strategic approaches within the University to support students academically and personally.
Rebecca Farrington and Cath Prescott, alongside three students, led an open discussion on diversity and its impact on the learning environment. They shared some practical exercises to equip participants with tools to use in their daily lives.
Alison Fisher began the Masterclass looking at effective feedback and blueprinting which is a method of constructing exams to ensure alignment with learning outcomes. Heidi Northover and Serena Tohurst Cleaver then considered different tools to assess professionalism in health care professions.
Karen Heggs and Maria Regan gave an enjoyable Masterclass on Reflective Practice. They considered the meaning of reflective practice, the theoretical underpinnings for reflection, the challenges and barriers to reflection as well as the value of technology to facilitate reflection. Further information is available as part of their presentation below:
Dianne Burns and Judy Williams outlined the findings from the T-MAP research project which identified the 55 core behaviours of ‘transformational educators’. During the masterclass they encouraged participants to reflect on ways in which they could adopt such behaviours and support colleagues to develop them too.
This in-depth Masterclass was delivered in partnership with academic and eLearning colleagues. The aim was to give participants a greater understanding of different types of technology that could be used to facilitate teaching experiences and ultimately improve student experience.
This masterclass was divided into four groups, focusing on digital literacy, assessment and feedback, careers, and what instructors bring to the learning environment. Resources will be made available here, alongside the introductory slides.
In all teaching scenarios it is important to think about not only what you want the learners to achieve during the session, but also what the learning environment will be like and whether there are particular challenges which need to be addressed to ensure learning opportunities are optimised. Large group teaching can provide unique challenges […]
Research and evaluation of your own teaching can be difficult, but both are necessary to improve your practice and evidence the impact of your innovations. It can also be difficult to apply rigorous research methods to your own work, and to understand where the line is between simple evaluation and more in-depth research. This masterclass […]
This masterclass covered a number of psychological constructs and theories that can be applied to staff-student interactions and teaching and learning in general. The over-arching aim of the session was to inspire us to always work with our students as individuals who bring their own unique set of characteristics, skills and experiences to the learning […]