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.
Judy Williams delivered a topical session on driving and leading change discussing the different stages of change using three models (Kulber-Ross, Lewin and Kotter). The group discussed their thoughts, feelings and behaviours at different stages of change and strategies to drive forward change at these different stages.
Gemma Dale gave a thought-provoking session on the wellbeing opportunities available at the University along with some simple and practical ideas for improving wellbeing both in and outside of work. Further information is available as part of the links and PowerPoint 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.
Dr Penny Haughan, PVC Student Life and Learning at Liverpool Hope University gave a thoroughly enjoyable and thought provoking talk about raising standards through innovative practice. Examples included radical changes to timetabling, setting up communities of practice and ensuring all students receive information about careers and further study in their first week of tutorials.
Jenny Silverthorne presented this month’s Learning@Lunch seminar, which looked at the difficulties that students may face in making the transition from their studies to the workplace, and why some of the common methods to ease this transition such as placements may not be as effective as expected. The very end of the seminar and some […]
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 […]
A good question is vital when conducting research on your own teaching as this defines your research project. In this video, Lucie Byrne-Davis gives some pointers to coming up with a good question that will help you to carry out meaningful research.
The programme for December focuses on undertaking research on your teaching, from how to decide on a meaningful research question to understanding the benefits that such research can bring to your teaching practice.