# data[].attributes.headline
Pre-sessional learner practices her MRR presentation, 2017

# data[].attributes.subject
Pre-sessional learner practices her MRR presentation, 2017

# data[].attributes.headline
Pre-sessional students in seminar skills lesson, 2017

# data[].attributes.subject
Pre-sessional students in seminar skills lesson, 2017

# data[].attributes.body
Background doc on EAP teaching and learning

# data[].attributes.body
A reference supporting my submission for Associate Fellow

# data[].attributes.headline
Post observation 1 feedback and observation summary doc 3

# data[].attributes.subject
Post observation 1 feedback and observation summary doc 3

# data[].attributes.body
I engaged with the feedback from this observation as a way to hone my practice and to prepare for the associate fellow accreditation

# data[].attributes.headline
Observation 2, commentary on lesson, doc 5

# data[].attributes.subject
Observation 2, commentary on lesson, doc 5

# data[].attributes.attachment_link.title
Ryan Observation Notes Observation 2 Doc5

# data[].attributes.body
Steps and staging, with differentiation and aims included

# data[].attributes.headline
Lesson materials academic writing, observation 2, doc 7

# data[].attributes.subject
Lesson materials academic writing, observation 2, doc 7

# data[].attributes.body
I provided my own feedback on how I had felt the lesson had progressed; this was then compared to the observer's, and we discovered we were quite closely aligned, even if I there were areas to consider for future teaching.

# data[].attributes.headline
Lesson observation 2, criteria sheet and comments, doc9

# data[].attributes.subject
Lesson observation 2, criteria sheet and comments, doc9

# data[].attributes.body
The feedback was very useful from this observation, and allowed me to think of some areas of my practice to address for my TEAP observation. The discussion after the lesson was very useful

# data[].attributes.headline
TEAP Pre-observation form  with observer, with class profile, Doc 10

# data[].attributes.subject
TEAP Pre-observation form  with observer, with class profile, Doc 10

# data[].attributes.body
Having this form and a pre-ob meeting is necessary to create a process of pre/while/post elements of the observation procedure. This is a good example of my thinking with regards to my EAP group

# data[].attributes.headline
Lesson plan for TEAP observation, Maxine Gillway, 2018, Doc 11

# data[].attributes.subject
Lesson plan for TEAP observation, Maxine Gillway, 2018, Doc 11

# data[].attributes.body
Lesson plan including objectives and differentiation  needs.

# data[].attributes.body
A learner's essay and feedback

# data[].attributes.body
Having a commentary is a very useful way to see how the lesson progresses and how the observer is seeing the progress. I have used this to try and develop my practice such as interaction patterns, eliciting, feedback, scaffolding and stretching.

# data[].attributes.body
I used this feedback to gain insights into my practice. Please see docs 14 and 17 as a reflection on this

# data[].attributes.body
I wrote this analysis of my classroom practice after receiving feedback from the TEAP mentor

# data[].attributes.attachment_link.title
Engaging with BALEAP feedback on classroom practice doc14

# data[].attributes.headline
Observation 4, rationale and aims, doc15

# data[].attributes.subject
Observation 4, rationale and aims, doc15

# data[].attributes.body
I had a final observation in 2018 to demonstrate I was engaging with the feedback from my TEAP observation and feedback. This was undertaken by a CELFS co-ordinator.

# data[].attributes.headline
Post observation write-up, observation 4, doc16

# data[].attributes.subject
Post observation write-up, observation 4, doc16

# data[].attributes.body
synopsis of feedback from observer, and signed.

# data[].attributes.headline
Development of practice over three observations, 2018, Doc 17

# data[].attributes.subject
Development of practice over three observations, 2018, Doc 17

# data[].attributes.attachment_link.title
Figure 1 2018 Observation visualisation doc17

# data[].attributes.body
I undertook a peer observation with a full-time CELFS tutor. I wrote up feedback and we shared in  post-ob meeting. It was illuminating to see a colleague's approach,and I learned from this observation and the one I undertook in 2018, about placing students as fledgling academics, rather than ESL learners.

# data[].attributes.headline
Cluster group drop-in observation 2018, Doc 19

# data[].attributes.subject
Cluster group drop-in observation 2018, Doc 19

# data[].attributes.body
Teachers belonged to cluster group, and  our mentor observed each class and gave group feedback. It was illuminating to see the comments on others' practice. In this feedback, I received praise on my approach.

# data[].attributes.attachment_link.title
CELFS presessional course information aims doc21

# data[].attributes.headline
Lesson for revision of SAQ for summative assessment, doc 22

# data[].attributes.subject
Lesson for revision of SAQ for summative assessment, doc 22

# data[].attributes.body
I wrote these tasks for a revision lesson in response to learner request.

# data[].attributes.attachment_link.title
Own lesson for summative assessment Doc22

# data[].attributes.body
using post-its is a great CAT. Here it is used for feedback on revision lesson.

# data[].attributes.headline
Designed lesson for STEM learners, doc 24

# data[].attributes.subject
Designed lesson for STEM learners, doc 24

# data[].attributes.body
I wrote this lesson and tasks in response to learners' needs for academic reading and summary writing. Find enclosed also rationale and procedure

# data[].attributes.headline
Forms of assessment at Bristol University, doc 30

# data[].attributes.subject
Forms of assessment at Bristol University, doc 30

# data[].attributes.body
An interesting mix of assessment types are offered which can inform our own practice

# data[].attributes.attachment_link.title
Forms of summative and formative assessment doc 30

# data[].attributes.body
From induction at Durham University.

# data[].attributes.headline
Developing listening comprehension and strategies, 2018, doc 25

# data[].attributes.subject
Developing listening comprehension and strategies, 2018, doc 25

# data[].attributes.body
In this reflective piece, I discuss developing my students' listening

# data[].attributes.attachment_link.title
Listening lessons and the presessional doc25

# data[].attributes.headline
Mock listening test for summative assessment, doc26

# data[].attributes.subject
Mock listening test for summative assessment, doc26

# data[].attributes.headline
A listening lesson for STEM EAP learners, doc26

# data[].attributes.subject
A listening lesson for STEM EAP learners, doc26

# data[].attributes.headline
Study Skills on the pre-sessional doc 32

# data[].attributes.subject
Study Skills on the pre-sessional doc 32

# data[].attributes.headline
Feedback to learner on SAQ submission, 2017, doc 39

# data[].attributes.subject
Feedback to learner on SAQ submission, 2017, doc 39

# data[].attributes.headline
BALEAP guide on international proficiency tests, doc 34

# data[].attributes.subject
BALEAP guide on international proficiency tests, doc 34

# data[].attributes.headline
Peer feedback form for essay writing, doc 37

# data[].attributes.subject
Peer feedback form for essay writing, doc 37

# data[].attributes.headline
example of ICT tools available to pre-sessional tutors. doc35

# data[].attributes.subject
example of ICT tools available to pre-sessional tutors. doc35

# data[].attributes.body
I made use of below tools during the pre-sessional

# data[].attributes.body
This is a submission by a six-week pre-sessional learner, anonymous.

# data[].attributes.headline
Feedback via Turnitin, general comments, doc43

# data[].attributes.subject
Feedback via Turnitin, general comments, doc43

# data[].attributes.body
selection of comments to students on pre-sessional.

# data[].attributes.body
My description of the MRR assessment

# data[].attributes.attachment_link.title
Micro Research Report a case study doc44

# data[].attributes.body
With a colleague, we graded a small number of MRR submissions, compared grades and finalised the result. Evidence and signed.

# data[].attributes.headline
Assessment for learning, the MRR, doc 45

# data[].attributes.subject
Assessment for learning, the MRR, doc 45

# data[].attributes.headline
MRR completed criteria sheet, grading for case-study submission, doc 50

# data[].attributes.subject
MRR completed criteria sheet, grading for case-study submission, doc 50

# data[].attributes.body
This is my grading for the sample MRR submission, 2018

# data[].attributes.attachment_link.title
Criterial sheet marks MRR example doc 50

# data[].attributes.headline
Feedback on Turnitin for MRR task submission, doc42

# data[].attributes.subject
Feedback on Turnitin for MRR task submission, doc42

# data[].attributes.headline
example of summative reading assessment mock, doc 50

# data[].attributes.subject
example of summative reading assessment mock, doc 50

# data[].attributes.headline
Own lesson in response to emerging learner needs, doc49

# data[].attributes.subject
Own lesson in response to emerging learner needs, doc49

# data[].attributes.body
After setting an SAQ writing formative assessment I decided these tasks in response to what I considered useful review task

# data[].attributes.headline
Qualification gained in study skills coaching, doc 52

# data[].attributes.subject
Qualification gained in study skills coaching, doc 52

# data[].attributes.body
I created a portfolio meeting key criteria and this was passed by NOCN (Northern Ireland Open College Network)

# data[].attributes.headline
Example feedback on MRR Task 1 on Turnitin, doc 41

# data[].attributes.subject
Example feedback on MRR Task 1 on Turnitin, doc 41

# data[].attributes.body
My class rep attended the meetings and fed back to me about proceedings. I also read the minutes.

# data[].attributes.body
A sample of a feedback form used with a STEM learner

# data[].attributes.headline
Analysis of an MRR submission 2018, doc 48

# data[].attributes.subject
Analysis of an MRR submission 2018, doc 48

# data[].attributes.body
I analyse the features of this MRR task 5, demonstrating my knowledge of academic grammar, discourse and structural features

# data[].attributes.headline
Exams and assessment info, CELFS 2018, doc 36

# data[].attributes.subject
Exams and assessment info, CELFS 2018, doc 36

# data[].attributes.attachment_link.title
Pre-Sessional Exams and Assessment Information Doc36

# data[].attributes.body
I wrote this blog post after analysing a student's development as an essay writer.

# data[].attributes.headline
Engaging with theory and practice in EAP, doc27

# data[].attributes.subject
Engaging with theory and practice in EAP, doc27

# data[].attributes.body
Viktoria discusses classroom interaction

# data[].attributes.headline
Engaging with theory and practice in EAP, doc 27

# data[].attributes.subject
Engaging with theory and practice in EAP, doc 27

# data[].attributes.body
Maxine Gillway discusses 'what is EAP?'