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As I come into classes to teach literacy and research skills, I rely on building on students own knowledge and experience of their subject area and I aim through social interaction (conversation, discussion around what they already know, what they are already doing) and their understanding of their subject at the point I meet them and how they can (and perhaps already are) applying this in terms of their own research and build skills with them from there - questioning and sparking converstation in the one hour I have with them about their research practices helps to build on what they already know/are doing and hopefully helps them to see/apply this towards their assessment, and in doing so, builds their reserach understanding and skillset in an abstract way that they can take away and apply as their learning within the module continues. (Aimee)

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One area of my teaching practice that aligns with cognitivist learning theory is the use of structured tutorial sessions called “Essentials.” These sessions are designed to support students in developing specific academic or technical skills that contribute directly to their broader studies. Drawing on cognitivist principles, the sessions emphasise the organisation and sequencing of knowledge so that learners can gradually build mental models of processes and techniques.

The Essentials tutorials are highly structured and incorporate scaffolding, enabling students to progress from limited prior knowledge to the successful completion of a task. Through guided instruction and staged activities, students develop an understanding of the cognitive steps involved in producing an outcome. This approach helps manage cognitive load while allowing learners to focus on acquiring and consolidating new skills.

A key component of these sessions is the production of a tangible artefact, often a unique physical object. Creating a concrete output allows students to apply newly acquired knowledge in an authentic context, reinforcing learning through practice and reflection. Additionally, students are able to observe the outputs of their peers, which supports cognitive processing by providing comparative examples of how the same task can be interpreted and completed. This exposure to multiple outcomes helps learners refine their understanding of the task requirements and the underlying processes involved.

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I mostly use a constructivist approach during seminars, introducing role-play simulations. Students assume professional roles (e.g., compliance officer, regulator, bank director) and work collaboratively to resolve realistic regulatory problems. Knowledge is constructed through dialogue, negotiation and reflection rather than transmitted didactically. I act as a facilitator rather than a lecturer, guiding discussion and prompting deeper inquiry. This mirrors authentic professional contexts and encourages students to co-construct meaning through social interaction. The activity supports experiential, authentic learning as students actively build understanding through practice.

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My use of case studies in seminars reflects a cognitivist approach. Students are required to apply regulatory frameworks to complex factual scenarios (e.g., analysing Anti-Money Laundering failures or governance breaches). This moves beyond recall and requires processing, analysing, and evaluating information. I scaffold these activities by first reviewing key concepts, then guiding students through structured analytical questions. This supports schema development and higher-order thinking. The emphasis here is on mental processing, problem-solving, and understanding the relationships between legal rules and their real-world application.

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One clear behaviourist element in my teaching practice is the use of Blackboard quizzes at the end of lectures. These quizzes test students’ recall of the session, for instance, key legal definitions, regulatory standards and compliance principles. Immediate automated feedback reinforces correct answers and corrects misunderstandings, conditioning students to focus on core doctrinal knowledge. This aligns with behaviourist principles because learning is reinforced through repetition, stimulus-response patterns, and reward (marks or correct responses). The digital quiz tool also encourages attention to key content and supports knowledge retention through structured reinforcement.

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Students construct meaning through making and creative choice. The process matters as much as the product. I try to adapt content based on emerging student interests, particularly, and I'm responsive to where their thinking leads. Students build understanding through doing, through their own creative agency, rather than reproducing a fixed curriculum.

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Students construct meaning through making and creative choice. The process matters as much as the product. I try to adapt content based on emerging student interests, particularly, and I'm responsive to where their thinking leads. Students build understanding through doing, through their own creative agency, rather than reproducing a fixed curriculum.

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The type of workshops I deliver can vary wildly from data heavy sessions to pure practical. I have a scaffolding ready to go, and I read the room's engagement level and adjust accordingly. I try to switch as needed, if a cohort is less responsive to one, I might shift toward more explicit, data-driven delivery with structured information sequencing, hoping to allow them. When students are engaged and thinking actively, I follow tangents and make leaps in response to enquiries. 

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The type of workshops I deliver can vary wildly from data heavy sessions to pure practical. I have a scaffolding ready to go, and I read the room's engagement level and adjust accordingly. I try to switch as needed, if a cohort is less responsive to one, I might shift toward more explicit, data-driven delivery with structured information sequencing, hoping to allow them. When students are engaged and thinking actively, I follow tangents and make leaps in response to enquiries. 

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Studio photography teaching embodies behaviourist principles through workflows and set conditions. Students learn camera and flash setup through structured repetition, there's a best practice sequence for each discipline. This extends beyond equipment: when teaching street fashion photography, We're helping with how to approach strangers, how to read social cues, how to interact. The learning is procedural and conditioned through practice in context.

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Studio photography teaching embodies behaviourist principles through workflows and set conditions. Students learn camera and flash setup through structured repetition, there's a best practice sequence for each discipline. This extends beyond equipment: when teaching street fashion photography, We're helping with how to approach strangers, how to read social cues, how to interact. The learning is procedural and conditioned through practice in context.

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I use various approaches such as group work, joint discussions and presentations, and real-world case examples to encourage a social learning experience where individuals are given the opportunity to interpret information on their own and then integrate what is learned from others.

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There are various popular Mnemonics used in teaching (such as PESTLE, SWOT, etc.) that students can repeatedly and consistently apply to consider problems/issues.

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I've applied the behaviourist theory approach with first-year undergraduate students. Students are introduced to the Gibbs' Reflection Model, they are taken through each stage, and the learning is reinforced with videos and guides to support them in writing reflectively.

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In my OOP Java seminars, I adopt a constructivist approach by encouraging students to work collaboratively on mini-projects, where they design and implement programs from scratch. This hands-on, project-based learning allows students to actively construct their knowledge through experimentation and problem-solving. Peer discussions and reflection on coding choices further support deeper understanding, as students learn by exploring solutions and applying concepts in practical contexts.

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Teaching the ‘elevator pitch’ and practising it. This involves modelling, repetition, and performance in order to produce a polished pitch.

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Learning how to write a LinkedIn profile and comparing examples.  This requires processing information, analysing examples, and understanding criteria for creating an effective profile.

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Constructivist |  PG Supporting Statement 

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Constructivist |  PG Supporting Statement 

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Teaching students how to write a supporting statement for postgraduate study.  This requires personal reflection, meaning-making, and drawing on lived experience to craft an authentic and impactful narrative/statement.

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Mock interviews can demonstrate a constructivist approach because students learn through experience, reflection, and interaction with others.

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Using example CVs can reflect a cognitivist approach because it helps students develop understanding. By comparing their CV with a strong example, students analyse how skills and experiences are presented and learn to apply this insight independently.

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A university careers service could run a reward scheme where students who attend employability workshops gain certificates, digital badges, or networking opportunities. This encourages repeated engagement through reinforcement.

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An example of a task oriented approach to learning that I facilitate in my role would be mock interview support for students - an authentic form of learning that helps them to prepare for the real thing.

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In my role, I often help students to map out their transferable skills against a job / placement advert, leading students to evaluate their experiences and communicate these clearly.

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In careers practice, this might align with giving guidance on 'correct' CV format, or providing a template for answering interview questions with the STAR format.

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This is applicable for the Public Law module where students are encouraged to orally share insights from the weekly reading list at the start of each session. By voluntarily engaging with the material in this format, students can refine their comprehension and analytical skills throughout the term.

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My practice aligns with this theory when I act as a bridge for my second-year students in French Law and Legal Language. Here, the focus shifts to how students process and categorise information as they move between two different legal systems. They know of UK Public Law and UK private Law but this transitional period to French Public and Private Law is complex. Helping students organise their existing knowledge is useful to make sense of French Law. The idea here is to ensure students can categorise complex comparative legal concepts and principles. This can hopefully elevate their knowledge as much as possible before moving to France in their 3rd year.

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This approach is primarily reflected with my Public Law tutorials. As it is a foundational Level 4 module, there is a heavy emphasis on the use of behavioural language to ensure students understand core legal definitions and principles. The use of repetitive stimulus-response techniques is adequate when teaching the grounds for Judicial Review for example or specific elements of Executive Accountability. As such, by providing immediate feedback on their ability to state the law accurately, I am reinforcing what is taught to prepare them weekly for their upcoming formative and summative assessments.

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For the same module, in the tutorials, the students gradually build up a fully working game project over the course of 10 weeks. The result of the tutorials is cumulative, with the students building upon the same project each week. This encourages them to enagage properly with the project, and to think hard about what they implement, as it will affect their future work. Sometimes quick & dirty solutions aren't the best, as they can cause unforeseen problems later down the line. This approach forces the students to recognise this and plan their system better, rather than just seeing the week's tutorial work as standalone piece that many of them likely won't use again.

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For concepts such as network architecture (in the context of a online video game), I find that the students find it very useful to see some example diagrams of different network architectures, and they can visually compare nodes and routes between the nodes. In an early tutorial, before we begin development, I ask them to consider the best architecture for their own project and then to draw this in a diagram, along with annotations and a short justification. They then have the opportunity to compare their diagram with the person next to them and discuss which would be better. In practice, most of the students eventually decide on the same type of architecture (as they are all making a very similar game) but this process forces them to visualise the network, explain the purpose for each of the nodes, understand how messages are sent between nodes and hopefully retain this information better than just viewing my diagrams on the lecture slides.

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In the lectures for my module 'Games Networking & Security', I try to include activities towards the end to engage the students to get them thinking about what they've just learned and how to apply this. One example is the lecture covering data security regulations & GDPR. The lecture covers the key regulations with the reasoning behind them, and some real-world examples. I then set some fictional scenarios (e.g. user data breaches by a company) with the circumstances surrounding the breach, and give the students some time to discuss with their peers if the company should be penalised, and what the penalty should be, based on the scenario and the severity. We then discuss this as a whole class and offer them a chance to challenge each other's judgements if they believe them to be incorrect.

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Yes, this works. The student (artist) is able to acquire a structural perspective and can experiment once they have located a relative position.

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Within the cultural field generally labelled as (contemporary) art, knowledge is problematic and sometimes there is more emphasis on aesthetics, or sensible knowledge. That is to know through the senses (touch, sight, smell, taste, sound). The history can be more empirically known, but art making might involve the 'sensible'.

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My module structure is designed so that the information learnt in one week is carried over and built upon during the next week of teaching. This way, they aren't starting from scratch and always (hopefully) feel like they have got something done in an effort to minimize procrastination. It also helps the information and teaching to flow more naturally. When the work is purely theory-based, I heavily promote and teach for group work so that students have someone else to compare ideas with, helping to confront any ideas they have to reinforce their learning and new found theory.

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By engaging with discussion students are better able to contextualise their thinking.

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My tutorials are built around scaffolding. Students guided through complex topics and tasks, such as building applications, by starting with the most foundational work, explaining the "hows" and "why's" as they go, to break down the complex information and tasks into easy to understand pieces of information that all build a framework of logic and the end resulting application. This allows students to slowly build up their capabilities and skills without being overloaded, making every step understandable within terms that they can relate to.

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Within my lectures, due to feedback and increased engagement from students, I have end-of-lecture question & discussion time to promote class-wide discussion and processing of the theory we just learnt. This usually allows students to discussion their own experiences and compare it to what they've learnt, making connections to and from the teaching material and reinforcing what was taught.

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Pretty much all tutorials are Problem Based where students have to research and propose solutions in combination with building up upon tasks from previous weeks.

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I built up lectures and tutorials in a way where students can use their prior knowledge and gradually build up a bigger section of a VFX system, so we always start by going through how we have already created a certain system and then we work out together what could we change or add to create new or upgraded system.

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As part of lectures I split my sessions into two sections theory and practice which reinforces teaching by showing clear objectives of the lecture and tutorial. E.g Demonstrating how to create a VFX system and then asking students to follow the steps during their tutorial sessions.

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I employ teaching approach to inform learning by inquiry methods and develop learning skills such as argumentation, metacognition and asking relevant science questions. For that, I plan one-to-one weekly meetings with my research project students to discuss: (i) published literature information, (ii) forming hypothesis, (iii) designing experiments, (iv) collecting data, (v) analysing the results and (vi) retracing the steps to identify an error.

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I support my students through hands-on training for skill development, where I allow students to watch one experiment being carried out by me, do one with close shadowing and then be watched one final time while carrying out experiments. This tried and tested approach ensures students are confident and well versed in techniques before becoming independent.

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While taking practical sessions in Level 4 "Cell Biology" I do the Health and Safety exercise at the beginning before my batch of students start doing their experiments.

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I also organise “Seminars” and “Guest Lectures” for student engagement and active learning.

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I also believe, integrating “Tutorial” sessions during my teaching can help to clarify students doubts related to “Assessment” and I follow this.

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E.g. Solving problems; collaborative group work; authentic learning tasks.

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E.g. Solving problems; collaborative group work; authentic learning tasks.

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E.g. Procedural approach to completing a task

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E.g. Procedural approach to completing a task

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E.g. Health and safety procedures in a lab

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E.g. Health and safety procedures in a lab