Teaching to large audiences

This post offers some recommendations on what to do if teaching involves larger audiences rather than smaller groups.

Chapter: Rhythmanalysis to account for time

This chapter draws on Nicole's research on how academic staff with chronic illnesses and disabilities specifically interact with the buildings and what impact the physical environment has on their everyday experience.
Covers of two books edited by Nicole Brown: Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education (Policy Press) und Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education (UCL Press)

Recordings of ableism events and keynotes

It is with great excitement and pride that I share a list of scheduled ableism events. Celebrating the launch of my two edited books, find here events about Ableism in Academia.
ice cubes

Ice breakers: starting lessons or meetings

This post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.

Chapter: The embodied academic

In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.

LEGO® reflections in Higher Education

This is a guest post on the Advance HE website published after I had delivered a successful workshop at the HEA Annual Conference demonstrating how to use LEGO reflections in higher education.

Guest post: Creativity in the Curriculum – An Exam Production-Line

In this guest post Dr Helen Ross reflects on the exam production line of our current school system.

Chapter: Assessments: letting students decide

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.

Teaching international students

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 international students are merely a reminder of good teaching practice, as they will be beneficial for all students.

Chapter: Centring imagination in teacher education

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

Article: Partnership in learning

This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.

Article: Creative and embodied methods to teach reflections

This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.

Ableism in the curriculum

In this post, I explain what ableism in the curriculum is, and what we as teachers can do to counter ableism in the curriculum.

Meaningful, external-facing assessments

This is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.

Workshop: Using creative methods in research

In this interactive workshop participants explore creativity within research, experiment with and explore opportunities for creative methods in research.

More messages from the classroom

We need to think about what the messages are we send. So here are some more messages from the classroom.