Maria Regan (Senior Lecturer, Division of Medical Education) and Karen Heggs (Lecturer in Adult Nursing, Division of Nursing, Midwifery and Social Work) delivered an interactive session focused on challenges to giving feedback on reflective practice and how these challenges could be overcome to provide students with feedback to develop as reflective practitioners. Participants considered whether a […]
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.
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:
Polly Turner presented her experience from the MSc Forensic Psychology and Mental Health programme where reflective practice is a core component of the programme that is accredited by the British Psychological Society. Reflective practice is embedded throughout the programme and students record their reflections in an online portfolio (through PebblePad) that is then available to them […]
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.
Caroline Bowsher gave a thought-provoking talk about the assumptions we make regarding assessment and feedback that can affect a student’s understanding or participation. We considered ways to demystify the process and Caroline shared some good practice from within the School of Biological Sciences.
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.
Jennie Blake delivered a very practical session on how to incorporate different learning strategies into your teaching session in order to support student independence. Jennie has written a blog article detailing the process and strategies used during the session for those who missed out:
Sally Hickson and Polly Turner gave some useful tips on encouraging deep learning through constructive alignment of the curriculum and formative feedback opportunities. They emphasised the notion that there should be no short cuts through the curriculum and students should go through the whole journey.