The National Association of Disabled Staff Networks (NADSN) has produced a COVID-19 post-lockdown position paper. In this paper, NADSN’s observations about the lived experiences of disabled people during COVID-19 are discussed alongside considerations...
feedback: 19 Results found.
If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.
This post outlines how to maintain a research pipeline to plan and manage publications systematically and links to a word template.
This article is an example of student-staff collaboration within the community of practice of trainee teachers.
We need to think about what the messages are we send. So here are some more messages from the classroom.
Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.
This is about the Global Innovation Awards 2016, in which I have been nominated the winner for the Academic Integrity category.
Having read "Peak" guest blogger Craig Brown argues that gifted and talented provision needs to be reviewed.
Kelly and Antonio (2016) report on the value of social networks, more sepcifically facebook, for the teaching communities.
Thoughts on what constitutes and characterises communities of practice and what is required to make communities of practice efficient and effective.
RefME survey findings show how students are affected by plagiarism. More needs to be done to prevent plagiarism by raising awareness.
See feedback from the conference workshop about Preventing Plagiarism and the Role of Identity Codes.
This is a review of Harry Fletcher-Wood's book on how checklists can make all aspects of teaching more effective.
Many teacher training sessions and professional development courses nowadays link to or culminate in the compilation of portfolios. Portfolios are evidences and resources that are gathered and annotated systematically to provide an overview of the...
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...
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.