I have been asked about strategies for teaching international students. In principle, we should continue focussing on group work and sharing experiences and thus building collaborative, reflective practices. So the strategies I am presenting here for...
teaching: 101 Results found.
The chapter offers reflections on how imagination can be nurtured in the practice of teacher education.
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.
The remit of this paper is to provide practical ideas and recommendations to address accessibility issues in events and conferences as a first step to improving existing working conditions.
This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.
From the context of UK higher education this article explores ableism in academia to stimulate a debate and raise awareness of those disabled and ill academics , whose voices are not heard.
This article is an example of student-staff collaboration within the community of practice of trainee teachers.
In this post, I explain what ableism in the curriculum is, and what we as teachers can do to counter ableism in the curriculum.
This is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.
In this interactive workshop participants explore creativity within research, experiment with and explore opportunities for creative methods in research.
This is the link to the PDF version of the article "Preventing plagiarism and fostering academic identity: a practical approach" (Brown and Janssen, 2017).
This is my contribution to the HEA annual conference that was held in Manchester in July 2017.
This is my contribution to the international conference "Connecting Higher Education" held at UCL Institute of Education in collaboration with McMaster University, Canada and University of Adelaide, Australia.
I am often asked how much reading is enough? In this post I outline what you should consider in order to decide when it is enough.
We need to think about what the messages are we send. So here are some more messages from the classroom.