Prof Nicole Brown

Nicole Brown is FRSA, a Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce.

This is an extract from my contribution to the LSE Impact blog exploring lessons from the COVID-19 pandemic.

The chapter offers reflections on how imagination can be nurtured in the practice of teacher education.

This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.

In my contribution to the SRHE Annual Conference, I talked about academics' active body work and identity work to maintain their academic identity.

Call for contributions to the Ableism in Academia symposium and special edition publication.

Watch my presentation and download my sketchnote summary about STEP from the UCL Teaching and Learning conference.

Games are often used as motivators in lessons, but games shall not become the main focus. We are teachers and learning needs to be central to lessons.

Many teacher training sessions focus on assessment but we do not spend enough time on discussing assessment in the sense of marking student work. We do not discuss the impact marking has on the students' learning and the teachers' workload, nor do we talk about how we could make marking more meaningful for our learners.

A cyclical process of reading, writing and editing is only possible if you leave enough time. Time management is therefore one of the key skills to learn when entering University life. The easiest way to introduce effective time management is by preparing schedules.

I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.

When planning for a practice-based enquiry or small-scale study you will most often be confronted with the choice between an action research or case study approach. Here is a simplified exploration to get you started.

Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.

Writing entries for a reflective journal is often a daunting aspect of teacher training, as we are not used to writing diaries. Here are some thoughts on how to get started with writing reflections.