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Management led teaching observation form

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Management led teaching observation form

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Image from before the session, an empty paper without any student reflections

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Image from before the session, an empty paper without any student reflections

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Image from one of my classes, students collectively reflecting on what touch means

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Image from one of my classes, students collectively reflecting on what touch means

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Picture taken after one of my classes, representing students collective ideas about touch and connection. Books are available to them as resources and they have time to read and write throughout my classes

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Picture taken after one of my classes, representing students collective ideas about touch and connection. Books are available to them as resources and they have time to read and write throughout my classes

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As a teacher of BA3 students in acting at Coventry University, it's crucial to recognize and appreciate the rich diversity within my student body. My students come from a wide range of backgrounds and cultures, each bringing their own unique perspectives, experiences, and talents to the classroom. Some of them may have English as a second language, which can present additional challenges in communication and comprehension. Additionally, their experiences with movement and dance may vary greatly, ranging from novice to experienced practitioners.

Understanding the diverse backgrounds and needs of my students is essential for creating an inclusive and effective learning environment. It requires me to be adaptable in my teaching approach, recognizing that what works for one student may not necessarily work for another. For example, I may need to provide additional support and resources for students whose first language is not English, such as offering bilingual materials or allowing extra time for assignments.

Moreover, I must be mindful of the different expectations my students may have for me and the class. Some students may come in with specific career goals or aspirations, while others may be exploring acting as a new interest or passion. Tailoring my teaching to meet the varying needs and goals of my students ensures that each individual feels valued and supported in their learning journey.

Furthermore, acknowledging the diversity within my student body enriches the learning experience for everyone. By embracing the multitude of perspectives and talents present in the classroom, I can foster a collaborative and inclusive environment where students learn from each other as much as they learn from me. Encouraging peer-to-peer learning and collaboration allows students to appreciate the richness of diversity and develop empathy and respect for others.

In conclusion, as a teacher of BA3 acting students at Coventry University, recognizing and embracing the diversity within my student body is essential for creating an inclusive and effective learning environment. By understanding the varying backgrounds, experiences, and needs of my students, I can tailor my teaching to meet their individual needs and ensure that each student feels valued and supported in their learning journey. Embracing diversity not only enriches the learning experience for students but also fosters a culture of empathy, respect, and collaboration in the classroom.

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From my perspective as a dance and movement practitioner, diversity in higher education is not only essential for academic and personal growth but also deeply ingrained in my teaching philosophy. As an educator, I believe in creating inclusive and diverse learning environments where students from all backgrounds feel welcomed, valued, and empowered to express themselves authentically through movement.

In my dance classes, I strive to celebrate the diversity of my students' experiences, cultures, and identities. I recognize that each individual brings a unique perspective and set of skills to the studio, and I actively incorporate diverse movement styles, music, and cultural references into my curriculum. By embracing a wide range of dance traditions and techniques, I aim to expose my students to the richness and complexity of global dance practices while encouraging them to explore and express their own identities through movement.

Moreover, I am committed to fostering a supportive and inclusive classroom culture where all students feel seen and heard. I create space for open dialogue and respectful exchange, where students are encouraged to share their experiences, perspectives, and artistic visions. By valuing and affirming each student's voice and perspective, I aim to cultivate a sense of belonging and community within the dance studio.

Furthermore, I recognize the importance of addressing power dynamics and privilege within the dance community. As a teacher, I am mindful of my own positionality and strive to create equitable opportunities for all students to participate and excel. I actively seek out resources and guest instructors from diverse backgrounds to expose my students to a wide range of perspectives and approaches to dance. Additionally, I am committed to challenging stereotypes and biases in my teaching practices and advocating for greater representation and inclusion within the dance field.

In conclusion, diversity in higher education is not only a theoretical concept but a lived reality that shapes my approach to teaching as a dance and movement practitioner. By embracing diversity and inclusivity in my curriculum, classroom culture, and teaching practices, I aim to create transformative learning experiences that empower students to embrace their unique identities, celebrate diversity, and make meaningful contributions to the dance community and beyond.

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Teaching observation and reflection on teaching

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Teaching observation and reflection on teaching

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Inclusive training -simply good teaching?

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Inclusive training -simply good teaching?

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Reflecting on the question "Is inclusive learning and teaching simply good teaching?" prompts me to consider the fundamental principles of effective pedagogy and how they intersect with the ideals of inclusivity. In my experience as an educator, I have come to believe that while inclusive learning and teaching certainly align with the tenets of good teaching, they also encompass a broader and more intentional approach to education.

At its core, good teaching revolves around creating engaging and effective learning experiences that meet the needs of all students. This involves designing clear learning objectives, employing diverse instructional methods, providing constructive feedback, and fostering a supportive learning environment. Inclusive teaching, on the other hand, goes beyond these foundational elements by actively acknowledging and addressing the diverse backgrounds, perspectives, and learning styles of students.

Inclusive learning and teaching require educators to be cognizant of the barriers that may impede students' access to learning and to take proactive steps to dismantle those barriers. This may involve adapting teaching materials and methods to accommodate different learning styles and abilities, providing multiple means of representation and expression, and creating opportunities for diverse voices to be heard and valued in the classroom.

Furthermore, inclusive teaching involves cultivating a culture of respect, empathy, and mutual understanding among students, where differences are not only tolerated but celebrated as valuable assets to the learning process. This requires educators to foster open dialogue, promote critical thinking, and challenge stereotypes and biases that may perpetuate inequities in the classroom.

In essence, while inclusive learning and teaching share many characteristics with good teaching, they also require a deliberate commitment to equity, diversity, and social justice in education. By embracing inclusive practices, educators can create learning environments that empower all students to thrive academically, socially, and emotionally, regardless of their background or identity. Ultimately, inclusive learning and teaching not only promote academic success but also contribute to the development of informed, empathetic, and socially responsible citizens who are equipped to navigate and contribute to an increasingly diverse and interconnected world.

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Learning Outcome 1:

Level of Study: Level 5

Discipline: Dance Education

Outcome: Upon completion of the session, students will be able to demonstrate improved coordination and synchronization in executing complex movement sequences.

Rationale: This learning outcome is designed for students at level 5 of dance education, focusing on enhancing their technical skills and physical coordination. By targeting coordination and synchronization in executing complex movement sequences, students will develop proficiency in executing challenging choreography and enhancing their overall performance quality. This outcome aligns with the intermediate level of study, providing students with a specific skill set that is essential for advancing their dance practice.

Learning Outcome 2:

Level of Study: Level 6

Discipline: Dance Therapy

Outcome: By the end of the session, students will be able to apply movement-based interventions to facilitate emotional expression and self-awareness in clients.

Rationale: This learning outcome is tailored for students at level 6 in dance therapy, focusing on the application of movement-based interventions for therapeutic purposes. By emphasizing emotional expression and self-awareness in clients through movement, students will develop the necessary skills to facilitate therapeutic processes effectively. This outcome aligns with the advanced level of study, providing students with the expertise needed to apply theoretical knowledge to practical settings in dance therapy practice.

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I agree with the assertion that assessment plays a significant role in driving students' learning, as suggested by Biggs (2003). In both my practice as a teacher and my experiences as a learner, I have observed the profound impact that assessment has on shaping students' engagement and performance.

In my teaching practice, I have noticed that students often become more attentive and motivated when they know that specific topics or skills will be assessed. This heightened focus reflects the influence of assessment in directing students' attention towards key learning objectives. Moreover, I have witnessed how well-designed assessments that align with learning outcomes can effectively guide students towards achieving their educational goals.

As a learner myself, I have experienced the backwash effect firsthand. I have found that my level of engagement and effort in studying particular subjects tends to increase when I know that those topics will be assessed in exams or assignments. This highlights the significant influence that assessment has on shaping learners' behaviors and attitudes towards their studies.

By constructively aligning assessments with learning outcomes and teaching strategies, as advocated by Gibbs (1999) and Biggs (2003), educators can harness the power of assessment to positively impact students' learning experiences. When assessments are designed to reflect the intended learning outcomes, students are more likely to be motivated and driven to achieve those outcomes, thereby transforming the backwash effect into a positive force for learning.

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Constructive Alignment approach in my teaching

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Constructive Alignment approach in my teaching

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Reflecting on this week's exploration of constructive alignment, I've found valuable insights that I can apply to both my current teaching practice and future teaching sessions. In particular, I have focused on aligning learning objectives with assessments to ensure that they are clear, measurable, and attainable for students.

Recently, I conducted a dance workshop aimed at improving students' improvisation skills. In planning this session, I defined the learning objective as follows: "Upon completion of the workshop, students will be able to demonstrate increased proficiency in improvisational movement." To align this objective with assessment, I designed a series of improvisation exercises and structured feedback sessions where students could showcase their skills.

Through peer observation and instructor feedback, students received constructive criticism and guidance on how to improve their improvisational techniques.

Reflecting on this session, I believe that the learning objective and assessment were constructively aligned to a great extent. The activities provided opportunities for students to actively engage with the material and receive feedback on their progress. However, I also recognize areas for improvement, such as incorporating self-assessment components to encourage students to reflect on their own performance and progress.

As I continue to refine my teaching practice, I will strive to further enhance the alignment between learning objectives and assessments. By ensuring that these elements are closely connected, I aim to create more meaningful learning experiences for my students and facilitate their growth and development in dance and movement.

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Active learning approaches in my teaching- thoughts

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Active learning approaches in my teaching- thoughts

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Introducing active learning approaches in my movement sessions and teaching is a multifaceted process that integrates principles of active learning and constructive alignment, while prioritizing feedback and learning outcomes. Drawing upon the insights of scholars such as Prince (2004) and Bonwell & Eison (1991), I design learning experiences that actively engage students in the learning process, fostering deeper understanding and retention of movement principles.

By aligning learning objectives with active learning activities, I ensure that each session is purposeful and meaningful, following the principles of constructive alignment advocated by Biggs (2003). For example, I may set learning outcomes focused on kinesthetic awareness and creative expression, then design activities such as improvisation exercises and collaborative choreographic tasks to achieve these outcomes (Tanner, 2013).

Throughout the sessions, I facilitate ongoing feedback loops to support student learning and development. Following the model of formative assessment proposed by Hattie & Timperley (2007), I provide timely feedback that is specific, actionable, and focused on improvement. This feedback helps students understand their progress and areas for growth, empowering them to take ownership of their learning journey (Hattie & Timperley, 2007).

Additionally, I encourage peer feedback and self-reflection, leveraging the principles of reflective practice outlined by Moon (2005). By creating opportunities for students to reflect on their own movement experiences and provide feedback to their peers, I foster a collaborative learning environment where students learn from each other's perspectives and experiences (Moon, 2005).

Overall, my approach to introducing active learning in my movement sessions is grounded in evidence-based practices and a commitment to student-centered learning. By integrating active learning strategies, constructive alignment, and feedback mechanisms, I aim to create dynamic and inclusive learning experiences that inspire curiosity, promote collaboration, and empower students to achieve their learning outcomes (Prince, 2004; Bonwell & Eison, 1991; Hattie & Timperley, 2007; Moon, 2005; Tanner, 2013).

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A Teaching Observation of an Experienced Colleague by Me

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A Teaching Observation of an Experienced Colleague by Me

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Enhancing Learning Spaces: A Reflective Essay

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Enhancing Learning Spaces: A Reflective Essay

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As an educator, I constantly strive to create learning environments that foster engagement, collaboration, and active participation. Reflecting on my current approach to using physical space in teaching, I realize the significance of its design in shaping students' learning experiences. By considering aspects such as flexibility, accessibility, and alignment with learning objectives, I aim to optimize the classroom environment for enhanced learning outcomes.

Flexibility in space design allows for dynamic interactions and adaptability to diverse teaching methods. By arranging furniture and equipment to accommodate various activities, such as group discussions, presentations, and hands-on exercises, I encourage students to engage with course material in different ways. This approach not only caters to different learning styles but also promotes creativity and critical thinking.

Accessibility is another crucial aspect of effective learning spaces. Ensuring that the physical environment is inclusive and accommodating to students with diverse needs promotes a sense of belonging and equity. Incorporating features like adjustable furniture, wheelchair ramps, and assistive technologies enables all students to participate fully and access resources comfortably.

Moreover, aligning the physical space with learning objectives enhances the overall learning experience. By strategically arranging seating arrangements, interactive displays, and learning stations, I create an environment that supports the intended outcomes of each session. For example, a layout conducive to group work facilitates collaboration and peer learning, while a setup conducive to individual reflection promotes introspection and self-directed learning.

To evaluate the effectiveness of my approach, I actively seek feedback from students and colleagues. Engaging in reflective practice allows me to assess how well the physical space supports learning goals and identify areas for improvement. By soliciting input from students about their preferences and experiences, I can make informed adjustments to optimize the learning environment further.

In conclusion, thoughtful consideration of physical space is essential for creating engaging and effective learning environments. By prioritizing flexibility, accessibility, and alignment with learning objectives, educators can create spaces that inspire curiosity, facilitate collaboration, and empower students to achieve their full potential.

References:

1. Smith, M. (2014). Flexible Learning Spaces: The Integration of Pedagogy, Physical Space, and Technology. Journal of Learning Spaces, 3(1), 18-24.

2. Pardo, A., & Suthers, D. (2019). The Power of Learning Spaces: Enhancing Cognitive, Social, and Emotional Skills. Educational Technology, 59(2), 47-51.

3. Wener, R. E., & Brandt, J. (2017). Universal Design: Creating Inclusive Environments for Learning. Routledge.

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Currently, I evaluate my teaching through various means, including student feedback surveys, self-reflection, and peer observations. While these methods provide valuable insights, I believe there are additional evaluation ideas that could enhance my practice. One area I'd like to explore further is the use of formative assessment techniques during class sessions to gauge student understanding in real-time. Implementing quick quizzes or concept checks throughout the lecture could help me identify areas where students may be struggling and adjust my teaching accordingly.

Furthermore, I'm interested in collecting feedback from a wider range of sources, including peers, students, and incidental data. Peer observations would offer constructive feedback from colleagues with different perspectives, while student focus groups could provide valuable insights into their learning experiences. Additionally, analyzing incidental data such as student participation levels and performance trends could offer valuable insights into the effectiveness of my teaching methods. By incorporating these evaluation ideas into my practice, I aim to continuously improve as an educator and better support student learning.