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knowledge applied in context, with feedback to improve

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knowledge applied in context, with feedback to improve

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Ask students to list examples of activity types and place them into activity type categories

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learners articulate their ideas and questions, challenge and respond to the ideas and questions from the teacher, and/or from their peers

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learners articulate their ideas and questions, challenge and respond to the ideas and questions from the teacher, and/or from their peers

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students to work together in small groups to achieve a common project goal

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students to work together in small groups to achieve a common project goal

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consolidate what they have learned, articulating their conceptual understanding and reflect how they used it in practice

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consolidate what they have learned, articulating their conceptual understanding and reflect how they used it in practice

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learner takes an active and exploratory approach to learning, search for and evaluates a range of new information and ideas

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learner takes an active and exploratory approach to learning, search for and evaluates a range of new information and ideas

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learning from reading books and articles, listening to lectures and podcasts, watching demos or videos

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learning from reading books and articles, listening to lectures and podcasts, watching demos or videos

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Biomedical - readings (journals, books, news articles, blogs), lectures, podcasts, watching experiments, videos, lab reports.

Foreign language & learning - films, video clips, lectures, podcasts, readings, lecturer as model.

Accounting - pre-approved texts, course notes, online pre-recorded lectures, recorded debriefs, Open Book Texts (standard texts).

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Statistics and maths - lots of practice exercises both F2F and online.
Difficult to give feedback on practice exercises as cannot see 'over shoulders' to see how and what they are doing.

PGCE - school practise - problems with unseen observations for tutors to monitor trainees.

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Biomedical - Group experiments (assessed, group practice), conduct experiments (on each other! Safely... vital signs etc.). Use of case studies.

Accounting - Occasionally need to investigate and solve difficult and left questions on the external tests. Tutors and students need to investigate and solve the answer. Case study learning situations.

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Students asked to discuss their work from self directed activities to share ideas and knowledge around research methods

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Accounting - lots and lots of question practice. Problem based learning.

Biomedical - application of the theory in the classroom by performing a technique multiple times +.analysis and reflection on the experiment.

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Giving students an example of a scenario and having them discuss the possibilities, eg an example of eye movements. This would be a diagram so could be utilised post-covid. The student would need to describe what they see and attempt to diagnose, then think about further investigation.
Feedback would encourage the student to think of further investigations and reflect on why they thought of the diagnoses.
Cross over into discussion also

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Discussion has become the main way to get the groups to focus and the tutor is able to monitor the conversations.

Interesting to see the discussion develop from silly things being said to developing deep understanding.

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Foreign language - need to give students a purpose to engage in learning a language. Students would watch a video (acquisition), but then leads to a discussion which draws more out of the video.

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Biomedical - Group experiments (assessed, group practice), conduct experiments (on each other! Safely... vital signs etc.).

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Biomedical - writing a report after group experimentation

Foreign languages - making vlogs (feedback: peer/self-assessment)

Accountancy - Course and mock exam for periodic assesment

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not sure this is the right place but we talked about the emotional side of teaching.
Whether students are distracted at home more than in the classroom.

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Give groups a question to answer and create a PowerPoint presentation (investigation & production too) and present to the whole cohort. Some students have chosen to create a Padlet instead of PowerPoint.

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Using a live document that can be edited by multiple users, and then sharing it with large or small groups through Webinars (discussing ideas together and editing/producing as a team)

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Using flipped learning and making more of pre reading in my sessions, than ever before.

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Due to mask wearing and distance between students means that one of us prefers online teaching with breakout rooms. As this breaks down the barriers of the masks etc.

Some anecdotal evidence that shy students can 'hide' behind their videos and yet still contribute.

Padlets offer the opportunity for both anonymous and titled comments allowing for a range of depth of comments.

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Students are given a broad topic and from this they must complete a literature review using critical analysis to evaluate current literature and explain how this builds on their knowledge and the field in which they are reviewing

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Asking students to attend conference panels or other online events.