https://padlet.com/ac88141/vieytwll5l037sgw A compilation of evidence mapped against the specified 5 domains en-us 2020-06-05 14:21:44 UTC 2024-05-27 06:32:59 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/403846929/c98fa607786e46ac98e09ee2239b4763/James_Joyce_image_mistakes.JPG ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615418219 D1 K3 K5 V1
A level 5 module. This was my first time teaching this established module: my group D contained some interesting and sometimes challenging personalities. Although the return rate is low, and the overall score shows some dissatisfaction across the module, the narrative contradicts this in places. On reflection as to why this might be, I asked myself the question: is my animated teaching style masking underdeveloped teaching skills? Or are student satisfaction surveys like this flawed in terms of checking if learning has taken place? I continue to reflect on this throughout the term.]]> 2020-06-07 17:05:52 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615418219 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615426462 D1 K3, K5, D1 V1
Whilst facilitating a group elsewhere in the AG building, I returned to the classroom base to catch two of the students adding comments to the flip chart: students who had posed some challenges and interesting debates throughout our time together. A demonstration that humour, whether spontaneous or strategic has its place in the classroom (Bakker, F and Kumar, V 2019)]]> 2020-06-07 17:11:52 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615426462 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615455829 D1 K5 V1
On reflection, this comment highlighted the need to pay attention to practicalities (ensuring the slides were prepared sufficiently in advance to ensure timely upload to Moodle) and to reinforce learning by repeating the learning outcomes at the end of the session to provide opportunity for students to reflect and evaluate (Kolb 1990).]]> 2020-06-07 17:32:58 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615455829 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615460854 D1 K5 V1 
This relates to my request for feedback on my seminar; they were right - more emphasis on linking theory to practice was needed to give greater constructive alignment throughout the module (Biggs, 2003) and thus ensuring teaching material related to the module learning outcomes.]]> 2020-06-07 17:36:02 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615460854 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615464890 D1 K1, K2, K5
This was an entirely new module developed for the newly validated BSc OT degree. A stressful experience where I designed and delivered teaching and often felt very unsure as to whether either the material or the delivery made any sense. These comments are validating to read, however. ]]> 2020-06-07 17:39:10 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615464890 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615471986 D1 A1 A2 K1 K2
In my first real attempt to design 3 weeks' material for lecture, seminar and clinical skills workshop, I discovered that (although the  evidence is open to critique), my personal learning style is activist/pragmatist and auditory/visual (Fleming 1995). It transpired that these styles do not adapt well to developing material in a list or linear fashion. A breakthrough - use post it notes instead!]]> 2020-06-07 17:44:40 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615471986 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615473221 2020-06-07 17:45:39 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615473221 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/615492814 The plan I produced for the team is below: a review of this in the light of constructive alignment (Biggs 2014) is contained with the Statement of Effective practice.]]> 2020-06-07 18:00:57 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/615492814 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/616567571 D1 A1 K1 K2 V3 V4
In order to define and plan our material, we created a 'sub team' of 3 staff to research a whole systems approach to working with communities from an occupational therapy perspective, which I lead. Here is the first musings on our threshold concepts (Meyer and Land, 2006) along with a screen snip of dialogue between colleagues:]]> 2020-06-08 10:26:02 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/616567571 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/616591981 See above: developing a new module: ]]> 2020-06-08 10:43:27 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/616591981 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/616642889 D1 A1 A2 A5 K1 K2 V3 V4
Linking Occupational Therapy professional practice to one of the 6 pillars of CU's Education Strategy (2020) i.e. the international agenda: to introduce the students to the concept of working with whole communities, I included an article and information about working in disaster management specifically in China. A portent sadly of things to come...]]> 2020-06-08 11:20:43 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/616642889 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/637298355 D1 A1 A2 A4 K1 K2 V1,2,3,4
This initially was hand written by the observer, Ass't Professor Sue Waters SFHEA. As I typed it up recently, it gave me an opportunity to further reflect on her comments particularly around how I have  'classroom presence' and an ability to create an atmosphere of inclusivity. This reminded me that  reflexivity in the classroom is necessary to be able  to become that intuitive, 'artisan' teacher (Hockings 2017) and that I had already had the discipline of noticing what is going on in the classroom (Mason, 2002), observing how the group operated, noticing those who appeared silent or dominant,  switched on or  disengaged and responded with care to those situations.  This observation reminds me that my own teaching philosophy is in fact, informed by a sense of social justice and inclusion,  and a desire to create community in the sense that Friere (1972) refers to.]]> 2020-06-23 10:37:15 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/637298355 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/637355701 D1 A2 K3 K4
This was carried out early on during lockdown and shows a level of progression by both the observed and the 'observee'; we seem to have gotten better at delivering via MS Teams since then! ]]> 2020-06-23 11:47:28 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/637355701 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/637368679 D1 A2 A3 K2 K3
Sometimes, the 'guide on the side'  (Upton 2020) is not what is required for the situation. Here's an additional document prepared for one level 6 student  who was struggling with getting ethics approval. A more teacher centred approach was required:]]> 2020-06-23 12:03:30 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/637368679 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/637374509 D1 A1 A2 A3 K1 K2]]> 2020-06-23 12:09:35 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/637374509 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/652298460 2020-07-11 14:30:04 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/652298460 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/652324163 This gives a summary of evidence used and is mapped against the references used in this Padlet. ]]> 2020-07-11 15:51:10 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/652324163 ac88141 https://padlet.com/ac88141/vieytwll5l037sgw/wish/652606207 A1, A2, K1, K2]]> 2020-07-12 12:58:22 UTC https://padlet.com/ac88141/vieytwll5l037sgw/wish/652606207