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This activity was for one of the groups for the 7008ME.

Stop

While I was eager to collect feedback on what student want me to stop, I was delighted with many responses that said nothing to stop and everything is fine. I tried to skip the break as it was an afternoon session, however some students felt the need for break.

Start

The responses were very different and if this reflects something it would reflect the diversity of the students group, so some students asked for field trips and more fun activities. Others asked for more in class verbal questions and more quizzes.

Continue

I was again delighted that students found me supportive and liked the real life examples I embed in the module deliver.

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Reflecting on the big question, did I really need teaching to learn ?

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Reflecting on the big question, did I really need teaching to learn ?

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This question got me thinking about how I've learned things in my life. Most of what I've learned was through traditional teaching methods. But thinking about this question made me remember how I used to learn and made me think back on what important things I learned and how I learned them.

It made me question whether all the lecuters, tutorials, and long hours spent traveling to attend lectures were really worth it. And I realized a few things. First, teaching validated that what I knew was right. Personally, I feel like I need confirmation to make sure I'm learning accurately and going in the right direction. Teaching was important in making sure of this. Also, teaching helped me organise my thoughts and saved me time that I would've spent making sure I was learning correctly.

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The relationship between learning and teaching!!

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The relationship between learning and teaching!!

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At the beginning of my teaching career, I wondered why some students did not understand the concepts I was delivering, even though I explained them deeply. However, after deeply thinking about this sentence from our course "To teach is to make an assumption about what and how the student learns" (Ramsden, 2003, p. 8), it made a lot of sense to me. And that was exactly why some students did not understand the concepts I was trying to deliver. Then I realised that I had made three assumptions. Firstly, I assumed that students would learn if I taught them using what I felt was the most effective method, leading to the second assumption that all students are the same and my approach would fit everyone. Finally, I assumed that I understood how they would learn. All these assumptions are not very accurate, and now I believe I should learn about students and review my approaches to align with their learning styles.

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How do you feel learning theories might inform your teaching practice?

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How do you feel learning theories might inform your teaching practice?

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In my opinion, I would lean towards behaviourism theory if I am teaching students at level 4 for example, in other words at lower bloom’s taxonomy tiers. Because, at these stages students must learn the basics in order to be able to build their stances in the future. Additionally, I find constructivism useful for students to personalise their learning journey and remembering what they learned for a long time after the learning experience. Also, constructivism is useful if I am teaching subjects that involve experiments and problem solving techniques. Finally, I think social constructivism aligns perfectly with subjects in the management and leadership fields, because in these types of subjects social interactions between learner and educators can initiate learning opportunities and also because these subject include less quantitative and technical knowledge.

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What does transformative learning mean to you?

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What does transformative learning mean to you?

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Well, I think in order to teach comprehensively its important to embed recent research as well as to highlight the gaps between industry and research, simple because it help students realise what is actually going on NOW regarding what we are studying, which can further help their employability.

Also, I remember when I was student I was very curious to know how students from different countries learn mechanical engineering. Do they learn the same theories that we learn here? Do they do similar projects or use the same books? Unfortunately, some of my lecturers did not embed examples and case studies from industries worldwide and in different countries and I remember this had a negative impact on me and created a self-doubt that may be what we are learning here is only relevant to our problems in this part of the world and maybe I would struggle to solve a mechanical engineering problem in a different country. So, that why I think intercultural and international engagement is a really important aspect of learning.

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Which of the theories you most identify with and why?

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Which of the theories you most identify with and why?

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I think I more "biased" towards behaviourism, and I think that is because of my personal experience and my field as well. Or may be because that was the most common theory used by my teacher during my learning journey from school to university. Although, now and after learning different theories I feel the need to customising my teaching approach to be more relevant to what I am teaching and to whom I am teaching.

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Share and/or describe your visual representation...

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Share and/or describe your visual representation...

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My students come from many different backgrounds and have various levels of expertise. They speak about 20 languages and are from around 25 countries, spanning different age groups. Additionally, they have a wide range of skills and qualifications. Some have recently completed their undergraduate studies, while others have spent many years working in different industries before deciding to pursue further education at the postgraduate level.

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To me, diversity means seeing the differences in cultures as something that can make our society richer and better. It's about making sure that every student feels they're treated fairly, no matter where they come from, their abilities, or their gender. It also includes things like having a woman in charge of a huge construction project and a person with a disability excelling in a competitive sport, showing that anyone, regardless of their background, can achieve remarkable things. Diversity isn't just about recognizing differences; it's about creating a world where everyone has the chance to thrive and contribute, breaking barriers and showcasing the incredible potential within each individual, no matter who they are or where they come from.

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Take a moment to reflect on the danger of the single story.

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Take a moment to reflect on the danger of the single story.

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As an academic, I constantly try to avoid every form of bias, so the danger of a single story lies in its tendency to create biased knowledge, hindering comprehensive learning. A single narrative restricts our understanding by presenting only one perspective, limiting exploration of diverse viewpoints.

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Lesson Plan for 7008ME on 28 November 2023

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Lesson Plan for 7008ME on 28 November 2023

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Management led observation of my teaching

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Management led observation of my teaching

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Teaching observation of an experienced colleague by the student 1

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Teaching observation of an experienced colleague by the student 1

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Teaching observation of an experienced colleague by the student 2

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Teaching observation of an experienced colleague by the student 2

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7008ME Group B

Stop

As I had to take leave due to a family emergency in the middle of this semester and arranged for coverage of my sessions, I was happily surprised to discover that the students were not very happy that I left. They expressed a desire for me to continue teaching them throughout the semester.

Start

As a non-native English speaker, it's challenging for me to crack jokes in English, as pointed out by a student. Perhaps this could be an area of improvement that I can work on. Additionally, broader approaches such as field trips, revision sessions, and fostering debates between students will be among the things I'll aim to incorporate in the future.

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Do we need to plan our lessons, and who are we planning them for?

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Do we need to plan our lessons, and who are we planning them for?

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When planning my session, I begin by familiarising myself with the qualifications the students are studying at. Then, I aim to understand what they should take away from this session. In other words, after my intervention is complete, what will remain in their minds? I plan my session accordingly. While one of my very successful colleagues advises not to plan for each session, stating that each delivered session is different, I prefer to plan my sessions in advance.

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What are your thoughts about Biggs’ constructive alignment?

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What are your thoughts about Biggs’ constructive alignment?

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For me Bigg's constructive alignment is a game-changer as I am starting my teaching career. It's about syncing what you teach, how you teach it, and how you assess it, all toward the same learning outcomes. It puts students at the centre as well as promoting active learning and deeper understanding. I think it is one of the very practical approaches to create a purpose from the learning experience.

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I believe that the traditional lecture format is not a thing of the past; however, there needs to be a careful thought process behind it. It sets the scene for what the area of knowledge is about and structures the learning experience. I believe it should not be the sole intervention from teachers, but it is necessary. This can then be followed up by many active learning interventions that can further enhance the learning experience.

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Reflecting on research inspired teaching

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Reflecting on research inspired teaching

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Teaching based on research has positively impacted the way I teach. Integrating the latest research findings into my lessons has transformed my classroom into a dynamic space of critical thinking. It made my students think more and ask more, and moreover be more confident that they are learning from the latest trends.

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In what way(s) do the students’ views align (or differ) with your current understanding or assumptions about the way students perceive learning spaces?

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In what way(s) do the students’ views align (or differ) with your current understanding or assumptions about the way students perceive learning spaces?

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At first, I didn't see field trips as important for learning. But talking to students changed my mind. They really like field trips. They think changing places each week, like going from a lecture hall to a workshop, a lab or the library are all great ideas. It helps them interact more and learn better. They say it's interesting because it's not always the same and it makes learning more fun. They believe it helps them understand things better because they get to see and do things in different places. I remember taking students to a wind farm and not only they learned from an engineer who is very experienced in this field but also, they got to feel the job more and that would definitely help them decide is this kind of job is for them or not.

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Having watched Vily’s case study, consider the online tools or spaces you may use and how they support your students’ learning experience.

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Having watched Vily’s case study, consider the online tools or spaces you may use and how they support your students’ learning experience.

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I think online tools are really helpful, especially when used alongside in-person classes. I remember studying a design course that mixed both methods, and it helped me a lot. While I learned the main design concepts in regular classes, I also picked up the technical details of Catia software at home. This combination gave me a full understanding of the subject.

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What might be one action you’re going to take based on your learning during this week?

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What might be one action you’re going to take based on your learning during this week?

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I want to rethink how I set up learning spaces and include this in my lesson plans. Also, students have told me they really want more field trips. When I went on one with them, I saw how much they gained from it, from interacting with each other to actually feeling the job instead of just learning about it.

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Share your in-class feedback examples here...

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Share your in-class feedback examples here...

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Besides delivering in-class feedback weekly through quizzes facilitated by Mentimeter and also verbal discussions, I conducted formative feedback where students submitted a 1000-word document at an early stage in the module. This approach enabled them to identify issues early on and receive feedback and most importantly allowed then not to fear to do mistakes as this assessment will not affect their final mark, this then led to a substantial decrease in the failure rate.

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Why you think we evaluate teaching practice?

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Why you think we evaluate teaching practice?

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I feel it's important to evaluate my practise as it validates the direction I'm taking. Currently, in this stage of my career, I prioritize peer evaluation over student feedback. I believe peer insights offer a more comprehensive understanding related to my development needs, enhancing my professional journey more efficiently. Student feedback remains valuable for fine-tuning my practice once I've established a strong foundation through peer evaluation.

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Please take a look at the evidence in the above sections where I reflected on weeks 1 to 8 by engaging with the material on Aula and the "Your Task" section.

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Please take a look at the evidence in the above sections where I reflected on weeks 1 to 8 by engaging with the material on Aula and the "Your Task" section.

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Teaching colleagues and professional peers, Share your findings and resources...

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Teaching colleagues and professional peers, Share your findings and resources...

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I believe that learning from experienced colleagues while working together to create teaching materials, assessments, and learning activities is more beneficial for improving my teaching than just being watched by a colleague. Teaching involves more than just how I deliver information.

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We’d now like you to think about some of the ways you engage in self-reflection.

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We’d now like you to think about some of the ways you engage in self-reflection.

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I usually use the Gibbs Reflective Model to think about how I teach. I start by describing what happened during my lecture. Then, I look at how I felt about it. I think about what went well and what didn't. I also try to understand why things did not go well if any. After thinking about it all, I figure out what I learned. Finally, I make a plan to improve how I teach based on what I learned. This helps me make my classes better for my students.

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Identify and share instances across any of these stages of reflection that led to actions in your practice.

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Identify and share instances across any of these stages of reflection that led to actions in your practice.

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Share with your peer's examples of action(s) you have taken based on evaluation data.

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Share with your peer's examples of action(s) you have taken based on evaluation data.

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Reflect on your most significant takeaway...

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Reflect on your most significant takeaway...

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Exploring the importance of constructive alignment while designing learning materials for a module.

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Exploring the importance of constructive alignment while designing learning materials for a module.