# data[].attributes.body
A2 - By strategically organising groups, students were able to benefit from the more knowledgeable other

# data[].attributes.headline
V2 - by using pairs of students to research topics for discussion, I provided a platform for vicarious learning amongst the group, which enabled me to see growth of confidence in the subject and provided a more student-led approach.

# data[].attributes.subject
V2 - by using pairs of students to research topics for discussion, I provided a platform for vicarious learning amongst the group, which enabled me to see growth of confidence in the subject and provided a more student-led approach.

# data[].attributes.headline
V2: By allowing students to have sufficient time to prepare their questions to the taught module helped to promote engagement in their learning. 

# data[].attributes.subject
V2: By allowing students to have sufficient time to prepare their questions to the taught module helped to promote engagement in their learning. 

# data[].attributes.headline
A2 By allowing students more time to answer, I had to ensure that I allowed students the time to respond and accept that silence was ok, providing students the time to think allowed for more meaningful responses

# data[].attributes.subject
A2 By allowing students more time to answer, I had to ensure that I allowed students the time to respond and accept that silence was ok, providing students the time to think allowed for more meaningful responses

# data[].attributes.headline
K4: I learnt how to design teaching sessions and feedback sessions using digital platforms I had not previously been familiar with. This also allowed me to understand in greater detail how my specific approaches  to teaching supported learning and student experience. It was invaluable to learn that the use of digital technology was not the issue I  had originally suspected it might be on their experience and engagement in class.

# data[].attributes.subject
K4: I learnt how to design teaching sessions and feedback sessions using digital platforms I had not previously been familiar with. This also allowed me to understand in greater detail how my specific approaches  to teaching supported learning and student experience. It was invaluable to learn that the use of digital technology was not the issue I  had originally suspected it might be on their experience and engagement in class.

# data[].attributes.headline
RT                                                        V2: Setting a task based activity which put the onus on the student. It was noted by my mentor that I need to give more time for students to answer, so now I should focus less on getting through as much content as possible, and more on the session becoming less teacher centred.          

# data[].attributes.subject
RT                                                        V2: Setting a task based activity which put the onus on the student. It was noted by my mentor that I need to give more time for students to answer, so now I should focus less on getting through as much content as possible, and more on the session becoming less teacher centred.          

# data[].attributes.body
A2 - Support learning by stepping back and giving students the time and space to think independently without fear of interruption from myself or their peers. Feedback from mentor was that I jumped in and questioned students whilst they were thinking, not giving them the space or time to answer the question.

# data[].attributes.body
K4: By introducing the use of Vevox, a digital tool, the students were able to take part in informal and anonymous feedback. This was presented them in a quiz format, using different question types from multiple choice to picture selection. By doing this they were able to see areas they needed to improve or topics that needed to be recapped. It also allowed me, as a lecturer, to see where the gaps were in their knowledge. Using this tool required me to improve on my digital literacy skills and also identify that I do need to recap information with students and not keep pushing forward.

# data[].attributes.body
•A1: I learnt to design rubrics for peer-evaluations. What I found difficult was… and I asked for feedback/used a template…

•V2: by organising task-based projects, I had to step back and learnt not to be at the centre of the session, which became less teacher centred

•K1: by introducing activities, I reduced my delivery time, so I had to re-evaluate and prioritise content (less is more)