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Engagement with FutureLearn: examples of online dialogue: P9

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Engagement with FutureLearn: examples of online dialogue: P9

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D1 K3 K5 V1
A level 5 module. This was my first time teaching this established module: my group D contained some interesting and sometimes challenging personalities. Although the return rate is low, and the overall score shows some dissatisfaction across the module, the narrative contradicts this in places. On reflection as to why this might be, I asked myself the question: is my animated teaching style masking underdeveloped teaching skills? Or are student satisfaction surveys like this flawed in terms of checking if learning has taken place? I continue to reflect on this throughout the term.

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D1 K3, K5, D1 V1
Whilst facilitating a group elsewhere in the AG building, I returned to the classroom base to catch two of the students adding comments to the flip chart: students who had posed some challenges and interesting debates throughout our time together. A demonstration that humour, whether spontaneous or strategic has its place in the classroom (Bakker, F and Kumar, V 2019)

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Student feedback: part A Stop, Start, Continue P15

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Student feedback: part A Stop, Start, Continue P15

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D1 K5 V1
On reflection, this comment highlighted the need to pay attention to practicalities (ensuring the slides were prepared sufficiently in advance to ensure timely upload to Moodle) and to reinforce learning by repeating the learning outcomes at the end of the session to provide opportunity for students to reflect and evaluate (Kolb 1990).

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Student feedback: part B of Stop, Start, Continue P16

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Student feedback: part B of Stop, Start, Continue P16

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D1 K5 V1
This relates to my request for feedback on my seminar; they were right - more emphasis on linking theory to practice was needed to give greater constructive alignment throughout the module (Biggs, 2003) and thus ensuring teaching material related to the module learning outcomes.

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D1 K1, K2, K5
This was an entirely new module developed for the newly validated BSc OT degree. A stressful experience where I designed and delivered teaching and often felt very unsure as to whether either the material or the delivery made any sense. These comments are validating to read, however.

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Lists or pictures? A graphic image of a lesson plan: 4005OT seminar: P3

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Lists or pictures? A graphic image of a lesson plan: 4005OT seminar: P3

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D1 A1 A2 K1 K2
In my first real attempt to design 3 weeks' material for lecture, seminar and clinical skills workshop, I discovered that (although the  evidence is open to critique), my personal learning style is activist/pragmatist and auditory/visual (Fleming 1995). It transpired that these styles do not adapt well to developing material in a list or linear fashion. A breakthrough - use post it notes instead!

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Lists or pictures? A graphic image of a workshop plan 4005OT module: P4

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Lists or pictures? A graphic image of a workshop plan 4005OT module: P4

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List or pictures? The final article - lesson plan for the whole module team :P5

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List or pictures? The final article - lesson plan for the whole module team :P5

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The plan I produced for the team is below: a review of this in the light of constructive alignment (Biggs 2014) is contained with the Statement of Effective practice.

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Review of lesson plan in the light of the module learning: P5a

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Review of lesson plan in the light of the module learning: P5a

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A1, A2, K1, K2

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Beginning to develop material for a new module: dialogue on Teams: P10

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Beginning to develop material for a new module: dialogue on Teams: P10

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D1 A1 K1 K2 V3 V4
In order to define and plan our material, we created a 'sub team' of 3 staff to research a whole systems approach to working with communities from an occupational therapy perspective, which I lead. Here is the first musings on our threshold concepts (Meyer and Land, 2006) along with a screen snip of dialogue between colleagues:

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Screen snip from Teams page: dialogue between colleagues: P11

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Screen snip from Teams page: dialogue between colleagues: P11

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See above: developing a new module:

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International agenda: linking CU Education Strategy and OT professional practice: P6

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International agenda: linking CU Education Strategy and OT professional practice: P6

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D1 A1 A2 A5 K1 K2 V3 V4
Linking Occupational Therapy professional practice to one of the 6 pillars of CU's Education Strategy (2020) i.e. the international agenda: to introduce the students to the concept of working with whole communities, I included an article and information about working in disaster management specifically in China. A portent sadly of things to come...

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Occupational Therapy in Disaster Response

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Management led teaching observation form: P1

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Management led teaching observation form: P1

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D1 A1 A2 A4 K1 K2 V1,2,3,4
This initially was hand written by the observer, Ass't Professor Sue Waters SFHEA. As I typed it up recently, it gave me an opportunity to further reflect on her comments particularly around how I have  'classroom presence' and an ability to create an atmosphere of inclusivity. This reminded me that  reflexivity in the classroom is necessary to be able  to become that intuitive, 'artisan' teacher (Hockings 2017) and that I had already had the discipline of noticing what is going on in the classroom (Mason, 2002), observing how the group operated, noticing those who appeared silent or dominant,  switched on or  disengaged and responded with care to those situations.  This observation reminds me that my own teaching philosophy is in fact, informed by a sense of social justice and inclusion,  and a desire to create community in the sense that Friere (1972) refers to.

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D1 A2 K3 K4
This was carried out early on during lockdown and shows a level of progression by both the observed and the 'observee'; we seem to have gotten better at delivering via MS Teams since then!

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Tailored support for ethics approval: P7

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Tailored support for ethics approval: P7

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D1 A2 A3 K2 K3
Sometimes, the 'guide on the side'  (Upton 2020) is not what is required for the situation. Here's an additional document prepared for one level 6 student  who was struggling with getting ethics approval. A more teacher centred approach was required:

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D1 A1 A2 A3 K1 K2

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Record of Placement Visit - Feb 2020 (002) FB March 2020

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This gives a summary of evidence used and is mapped against the references used in this Padlet.