Who are you? 

What are your identities?

What is your Background/Culture?

What is role at rave?

What is the best thing and most challenging thing about your role?

I am Tiana, I am a photographer and recent graduate. The project I am currently working on focuses on photographing inspirational women in the UK.  I am half Filipino but unfortunately, I have only been to The Philippines once when I was 8.  I have recently joined Ravensbourne as a staff member but have been at Ravensbourne for 4 years now. My role is Technical tutor of Photography working as part of the prototyping department and working closely with the Digital Photography course. What I enjoy about my role is working with the students and generally helping people. The most challenging thing is not having enough time to do everything. 

When you learn something, you have made a network of interconnected neurons. 

The teaching and learning process involves you in requiring the student to form and understanding, by getting students to explain something it gives them a purpose for listening. You have to form an understanding of it.

New learning must be linked to what they already know. 

They do not remember what you say, they remember the understanding they created. This is called constructivism, the modern term for it is co-constructivism.

Teacher and the student must work together to form this understanding to construct the interconnected neurons. 

People can disagree in learning, because they formed their own understanding 

Human learning is human-mad and it will have human faults

Not only do students need an understanding they must also link it in a way that forms meaning. 

Finding a way to link something that majority of students have experience with it can help them form a better understanding. Also known as going from concrete to abstract. We learn best from common example to abstract concept.

We have got to set reasoning tasks not just reproduction tasks to create functional knowledge.

We have got to set tasks that requires the student to form an understanding, getting them to explain something to a peer does. 

1. Requires the learner to make constructs (not enough to give them the information)

2. Provide check and correct of constructs (feedback)

3.requires reasoning not just reproduction

4.Be fun and/or create emotional involvement

Learning is the residue of thought, if you don’t have to think about it you won’t have learnt it. What we remember and what we understand are things we have thought about, the deeper we think about it usually the better we have learnt it. 

Set goals in advance, ask students to carry out the goal in the end. Focus the students thinking on what you want them to learn. Use their work as a window in to their understanding and every student understanding will be different. 

-students make their own meaning 

-the student encodes meaning in constructs

-new learning is built out of old. 

Students remember the understanding they created from what you have taught not exactly what you taught. Because students make their own meaning of what has been taught to them it can often be wrong or misconstrued. By making a connection to something they already know and or understand it helps them learn and understand the new information. Students remember the understanding they created from what you have taught not exactly what you taught. 

Setting out a goal in advance means that the students have to remember or at least try to before completing the goal at the end. Setting tasks that requires reasoning and recalling on what they already know. Teachers then check their constructs by peer assessment or reviewing it. Then Students can rectify their mistakes and add to their understanding. 

When teaching we should try to apply co-constructivism as it is a way to engage to students to help the remember and understand what you have taught them.  This is about the student and teachers working together and helping understand each other.

“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. “

Not everything called a community is a community of practice.  Three characteristics are crucial. 

The domain: a community of practice has an identity shared by a shared domain of interest. Valuing collective competence and learn from each other. 

The community: members engage in joint activities and discussions they help each other and share information.  Having conversations as a group repeatedly helps and makes a community of practice.

The Practice: The members share resources, experiences and tools. Having conversations as a group repeatedly helps and makes a community of practice.

In Education, teachers learn to improve their teaching by speaking to other teachers.  As well as this the students themselves are in a community and learn from each other. It can affect schools as you can teach students through practice through participation in communities around different subject matter. 

The domain- Shared interest

The community- Joint activities and discussions

The practice- Share resources, experiences and tools- repeatedly not just a one off

Teachers can learn from the students as well as other teachers, learning together sharing knowledge and doing activities and discussing things. Creating a community of practice among students to help them learn and learn from one another as they progress throughout their time at university. This will also work within the PGCert as we are all learning together and will be learning from one another.

I think the purpose of education is to pass on knowledge and skills to students so they can use it in their future. Helping students to progress.

Training people for employment- it is seen as the major purpose of education, which is why students are unhappy when they do not have a well-paid job. This is done in a number of ways specifically university it has specific courses that benefit a career choice. 

Developing citizens- emphasised life-long learning as some people are not destined to enter the workplace for a number of reasons. This is often controlled by governments, funding the schools and training the teachers. This can be where the state controls the curriculum and what can be taught. 

Socialising in the community- Societies, clubs and interest groups offering training and support for craft skills. The curriculum and subject knowledge are made by community members. Can relate to communities of practice, as it can involve a community of peers who can support each other and build things. 

Developing Individuals- Fundamental part of life is to develop and shape our identity and understand ourselves. Learning to learn. 

It is typically understood as something that we do when we are young (obviously not always the case) that prepares us for life. 

Technology has helped extend educational opportunities, increasing accessibility. 

Flipped classroom- blends experiences inside and outside of school.

Seamelss learning- connecting learning experiences across settings, technologies and activities. 

Crossover learning- settings and contexts, makes use of technology to establish and reinforce links between learning that takes place in and out of formal educational system. 

Education is life long, and with the use of technologies people can take control of their own learning. We educate people to become proficient learners.

I would say my style of teaching according to Erica McWilliam’s Pedagogic Stances is 75% Meddler in the Middle and 25% Guide on the side.  When I teach, I tend to create activities for students to that involve them to work together as well as individuals to work things out. I believe that the one of the best ways for students to learn is by doing and making mistakes and learning from them. I never liked Just having to listen to someone speak for several hours, I get distracted and find it hard to remember that way. Which is why when I teach, I try to do as minimal talking at students, but discussing together with them and getting to think for themselves or as a collective.  I do not think pedagogical models are mutually excluding as they can cross over, variation I believe is also key which can apply to pedagogical models each learner has a preference of learning style.  

When people asked me what I wanted to be when I grew up, I never said a teacher. I didn’t want to work for an educational system that focuses on grades and how good students’ memory is. I did however say I wanted to help people in whatever job I had, working in youth clubs and day centres for children with disability is where it started and then working for several charities whilst studying photography and taking on any job I could that involved helping people. I then realised that if I wanted to help those in education, I had to be a part of the system to improve it, teaching skills that students can use and actually benefit from. I believe that that is my purpose as a teacher, to enable students to be heard and teach them what they want and need to learn that is going to benefit them in their future.  

Behaviourialism- knowledge is a collection of trained behavioural responses to external stimuli. Learning passively, absorbing information given to us by an expert. This way of learning is considered instructionist. 

Cognitive constructivism- making links to current information in brains. Actively discovering information by doing things will lead to the construction of knowledge inside of our brain. This way of learning is considered as experiential.

Social constructivism- through the socially accepted frameworks of language and culture meaning has developed and knowledge transmitted. Meaning is not just constructed within the brain but is co constructed through social interactions with people with a shared understanding of language and culture. Learning is a social activity. Facilitator is key for this type of learning. Collaborative peer learning. 

Connectivism- knowledge is distributed across a network of connections where humans, technologies, actions and social relationships act continuously together to create and distribute knowledge. Acquiring specific patterns of connections between items of distribute knowledge. Can be referred to as networked learning. 

When it comes to theories of learning, I think that all at some point have affected or influenced me. I would say behaviouralism has negatively affected me as that is what learning for me in secondary school was like. I knew that I would not like to be taught like that again as It didn’t help me understand what was being taught. I think Social constructivism is how I like to teach and also how I wanted to be taught in schools and education. I think I am privileged enough to learn throughout my life by connectivism and will continue to do so. 

‘Research based classroom strategies’ Crool and Hastings ( Look into)

Having a theoretical framework for thinking about teaching is important. The framework can change and is essential to continue to be refines and influenced by reading, thinking and experience. 

Theoretical framework influences your practice, but your experience in the classroom continues to shape your framework. They work together. 

Praxis is the combination of both. It is ‘informed action’ theory and practice are one.  Finding their own, new way to intellectual and social freedom, rather than simply repeating the mistakes of their ‘oppressors’

Do and reflect on it later, consider actions when planning and then reflecting. If immersed in praxis bringing their theoretical thoughts to every decision as they make it.  Adapt actions in a classroom to encourage the learning the students are doing. Conversation between learner and teacher. 

The relationship between educational theory and practice is that the inform upon each other and work together. Without action theory is meaningless, without theory action cannot improve. 

A philosophy of education is your conception of teaching and learning, how you teach, and creating a justification for why you teach in a particular way. 

What do you believe are the purposes of education?

Should everyone have access to education? 

Students or teachers direct learning? 

How should learning be measured?

Who is the best teacher you’ve seen? Why? 

What skills made them a great teacher?  Does this influence your own teaching? 

 Short term memory comes from what we are seeing, hearing and thinking at the time. after a few seconds almost all the information is forgotten.

Sometimes the information is passed too long term memory, but it must be structure before it moves from STM to LTM. Activities that use the new information can help with this process, this is where constructivism comes in. 

People often say you can’t teach creativity and you can’t assess it.

Creativity as he sees it is the process of having original idea that have value.

It’s a process and not an event, its normally a process of trial and error, it’s about original thinking lastly, it’s about value, all creative processed involve evaluation and making judgments.

You can be creative in anything, you can’t teach someone to be creative through direct instruction. Teaching is a process of enabling and it’s the process of giving opportunities 

You can assess it as its about original ideas that have value as long as someone in that field can assess its originality. 

The way we exclude students without mean it or realising we have

Pandemic is incredibly personal and is political. 

Living circumstances, is something to think about as you are letting everyone it to your space. Do you want people to enter our safe spaces can leave students invaded and or threatened? 

Digital divide, so having the right digital equipment available and possibly how comfortable the students feel in using technology. How rapidly do people have to get to grips with new software and technology. 

Assumptions being made in people’s ability and using language people who haven’t had that support are lost. Can make someone feel excluded and can make people feel unmotivated.

How can you collaborate with students, the students know best. They know what they need or not want or cope with.

Create accessible materials.

Choose adequate digital tech

Record lectures and caption and audio content

Adopt inclusive cultural responsive teaching

Adopt a flexible approach to student participation

Ensure financial support and equipment 

Understand student needs

Address systemic racism 

Allowing people to bring their own understanding and own cultural capital.

Decolonialisation of the curriculum.

 Connection before content, consult your students. Co-create your curriculum. 

Don’t patronize and don’t infantilize. 

Paying attention and listening, the quality of our attention determines how well people think- Kline

Thinking environments to unearth hidden biases and assumptions and find new ways forward.

Every kid needs a champion Notes Rita Pierson: 

 The importance of human connection

Kids don’t learn from people they don’t like

Apolgising- owning your mistakes

Teaching and learning should bring joy

Everyone deserves someone who would never give up on them.

Understanding students from a psychological perspective.

Significant predictor of success is Grit. Grit is passion and perseverance for very long-term goals. Having stamina and sticking with your future and working really hard for that reality. 

`Growth mindset the belief of the ability to learn is not fixed and can change with your effort. 

To inspire the students of the future Research based techniques and relationships.

5C’s

 Choice

Collaboration

Communication

Critical thinking

Creativity

Move from a teacher centred classroom to a student centred classroom. 

The 6th C is caring.

Creativity as important in education as literacy and treat it with the 

same status.

If you are not prepared to be wrong you will never come up with anything original.

Children become frightened of being wrong, we are running educational systems where mistakes are the worst thing you can make which is educating people out of their creative capacities. 

Our education system is predicated on the idea of academic ability.

Suddenly degrees are not worth anything.

We need to radically rethink our view of intelligence. 

Intelligence is wonderfully interactive, comes through the interaction of different disciplinary ways of seeing things.

Our job is for us to make something of their future. 

Art education has been impacted by the standards and testing culture like all other disciplines.

The capacity to think creatively and the capacity to make connections.

Why is there a disconnect between creativity and art education?

Teaching for creativity, is embodying the habits the artists employ.

Three habits that are essential:

Comfort with ambiguity- An obstacle to creative work is discomfort and not knowing. Prepare our students for their lives of not knowing.

Idea generation- We need to be teaching for idea generation. Materials just help our ideas manifest. Where students’ ideas lead the learning. 

Transdisciplinary research- Various research that informs on the creative ideas.

Fear of judgement. 

Guided mastery where someone guides you to face your fears.

Self-efficacy, where the confidence of overcoming a fear. 

Turning fear in to familiarity.

When people gain confidence, they work on things that are really important in their lives.

Flipping the traditional classroom and how the video can be used so that people can learn at their own time. In classroom peers working together and interact and teacher being able to help them. 

Using video and technology can humanise the classroom.

Learning itself is an intrinsically emotional business.

If you are responsible for assisting others to learn, then you need to recognise this emotional component of the teaching-learning exchange and to be able to work with it. Teachers need to use emotional intelligence. 

Emotional intelligence is the capacity for recognising our own feelings in others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.

Be able to recognise and respond to your own feelings of both you and those of the learners in the classroom to make you both effective in your respective roles.

Encourage an emotional state in the learners on your course, which is conducive to learning. 

Subject expertise 

Expertise and how to teach and learn

Emotional intelligence 

Failure to use emotional intelligence leads to learners not getting the full benefit of teacher’s expertise.

Listening fully to learners, self-awareness and how you interact with learners is what it means to practice emotional intelligence. 

Using emotional intelligence can produce learners that are more engaged, have greater motivation, a greater readiness to take risks in their learning, a more positive approach, a readiness to collaborate and more creativity and more tenacity. 

Emotional intelligence is an essential component of what teachers offer. We as teachers can plan emotional intelligence. We should also give the use of emotional intelligence as much attention as we give content and methods. 

One difference from the 2015 top 10 skills to the 2020 is that emotional intelligence is new on the list as well as creativity moving to third. 

As we know that creativity is highly valued by employers, we then need to incorporate creativity in to our curriculum and what we teach. 

The define view of employability needs to be owned and shaped by all of those who are responsible for developing and shaping it. 

Relationships are vital to the learning process in higher education. 

Positive activating emotions such as excitement and enjoyment have a positive effect on performance. 

Helping students see the relevance of a subject helps them learn. When students see a value of a subject or they can relate it to their own experiences it can increase motivation curiosity and enthusiasm. 

When students and teachers are both making new connections and discoveries about the subject matter, the class becomes exciting. 

Make the subject relevant to students’ lives, connection between subject matter and students experiences. 

Share own enthusiasm for the subject.

Using emotionally engaging media.

The way teachers communicate effect students emotionally.

When students perceive that their teachers listen and show immediacy through behaviours, they generate a sense of closeness. Where they feel emotionally supported and can express their own emotions. 

It takes courage to teach authentically. 

Creating trust and cooperation. 

Increasing teacher’s accessibility.

Being positive and enthusiastic to students.

Attending to our nonverbal communication eg. smiling, varying tone of voice, moving around the room. 

Students are concerned on whether they will make friends and fit in

Create opportunities for students to forge meaningful friendships and build a sense of belonging.

Strong need to belong within a society.

Sharing laughter builds relationships.

Create group assignments, getting them to introduce themselves when collaborating. 

Relationships with self: 

Transformative learning,

Changing as a person.

Present opportunities for students to test their limits.

See, feel, consider, change.

1.students have an experience

2.students critically reflect on that experience 

3. students engage in dialogue with others about it.

Provide opportunities for students to test their own limits.

Break typical class molds. 

Invite personal reflection on how they feel on material. 

Ask students questions that we do not know the answers too.

Learning activities input background: 

Reflecting higher education in the service of humanity.

Three paradigm shifts

The development of lifelong human right

The democratisation of knowledge 

The development of the global knowledge society

Changes in higher education:

The emergence of universal access (eg. diversification and inclusion)

Development of more effective forms of student learning (eg, creative learning and research-based learning)

Greater emphasis on rights-based approach to higher education (eg universal human rights, humanistic education and meaningful education.)

Education helps shape student’s reality. 

Higher education for the common good.

 a humanistic perspective represents a more holistic view of human development and the world that humans occupy. 

Our education system there are cases where a one size fits all approach is used.

No flexibility is given at the design stage to give students equal opportunities.

UDL is an educational framework that guides the design of learning goals, materials, methods and assessments as well as the policies surrounding these curricular elements with diversity of learners in mind. 

3 core principles: 

Engagement

Representation

Action & expression

Society benefits when the talents and experiences of diverse learner cohorts are better reflected in all aspects of the HEi experience. 

Students nowadays have so many sources of information beyond the class room that they are becoming co-constructors of knowledge. 

We all need to be aware of the types of learning environments and the modes of learning experiences that are likely to strengthen student’s learning experiences. 

Making HEis more diverse and inclusive.

Aims to make teaching and learning accessible and engaging for all learners. 

Engagement- in order to build engagement, there must be multiple options to foster both attention and commitment in all learners.

Representation- Provide multiple formats when teaching to activate all student’s recognition networks. 

Action and expression- we must assess learning using multiple strategies so students have options regarding the type of assessment.

People with disabilities frequently experience barriers to use various materials used in teaching. 

AEM stands for Accessible Educational Materials- print and technology-based materials including electronic textbooks and related core materials that are designed to make them usable across the range of learner regardless of format. 

When learners have accessible materials and technologies in a timely manner, they are more likely to be independent, to participate, and to make progress in the curriculum. 

Individual space first then group space instead of group learning then individual learning. 

This means now that the teacher is in and amongst the student and helping them with the hard stuff. Lecture happens in individual space and help happens in the group space. 

Usually, students spend their group learning space focusing on the bottom half of blooms taxonomy knowledge understanding and application and the hard stuff at home. With flipped learning the lectures and the easy stuff is done at home and the harder stuff can be supported. 

Spend the bulk of class time in the middle of blooms taxonomy. 

Homework isn’t always required it can happen inside the classroom. 

In Flip model the flip happens in the class, where they do it inside the class and do the both spaces then. 

Brain during learning process.

New learning forms new synaptic connections.

the acquisition stage is the making of connections.

There is no single best way for students to learn something.

Every student in your class comes to school with a brain customized by life experience.

effort is an even greater determiner of student success than IQ.

environmental factors effect more then genes. genes influence our lives and our lives influence our genes.

Our students ‘brains are not fixed; they have the capacity for change.

We can be smarter in one environment than in another.

temperature, acoustics, lighting, seating, and social conditions.

The environment, influences our stress, alters our access to the content, change how we process learning, influences our motivation to learn. 

Provide outlet for emotional expression, reconnect the learners to each other and peer contact is valuable. Help learners reconnect to the content. 

much of what we learn is indirect the physiological state in which we learn mediates the likelihood of getting it and the meaning we make out of it.

A hopeful student learns differently than a discouraged one. Our emotions influence our attention.

it’s hard enough for students to focus for more than just a few minutes.

Elaboration means providing enough steps to ensure the learning.

content must be sufficiently wide, deep, meaningful, and accurate.

More in-depth learning requires the formation of complex multi-layered neural networks.

Brain encodes on a priority system

The brain places importance on relevance, repetition, and emotion.

Resting is important. 

Match learning with assessment. 

Remembering requires loads of different strategies not just one. 

Beyond Learning Outcomes notes: 

 all the things learners are bringing to the learning situation. 

1.what they already know about the subject

2.What they can already do, related to the subject

3. other things in their experience which they can link to the new subject. 

the most important single factor influencing learning is what the learner already knows. Ascertain this, and teach him accordingly. (Ausubel, 1968)

Ask students what they already know, and change the way you teach accordingly. 

Learners achieve emergent learning outcomes at the same time as the intended ones. 

These can include: 

-things they learned about the subject concerned above and beyond what we intended them to learn

-things they learned about the links between our subject and other subjects they are learning

- things they learned by getting things wrong on their journey towards achieving the intended learning outcomes

-things they learned about themselves as learners

help learners to see where they fit in to the bigger picture of the curriculum, and indeed to link the intended learning outcomes to the wider world of future learning and employment

present the intended learning outgoings alongside the intended learning incomes so that learners can see what is on the immediate agenda, compared to the bigger picture of their ongoing learning and development.

Keep it simple- Minimalist enter in with students’ eyes.

Possibly having a welcome page and possibly explain the set up and adding some ground rules of expectations which is best to be done with students. 

Course materials are posted in a logical sequence where the most important information posted first. Assessment repeat more the once with same information.

Student support section academic support and adding wellbeing internal and external links and stay at home resources. The section should reflect the times that we are living in.

Student forum where students can initiate conversation and could be a show and tell. 

Critical friends where colleague tests the space and invite student feedback on the set up.

Use journey with community feed and you can used group chat for students to do group work. 

In the feed make sure to keep student interacting inside the post you put on the feed.

You can add a link in the materials to a post. 

Go to community feed then press … and then open and then copy and paste the URL as every feed has a specific URL.

Activities using the feed you can prepose questions and individual comments can be questions.  You can use emojis as a quick pole and give quick feedback as well as rate things. 

Replying to the feed post makes it look nicer whereas commenting makes it hide in the comments.

Including a link to a document in activity feed post allow for collaborative editing or annotation so students can repost their document.

Jigsaw learning allocating a group a specific concept and then do group work and share what they find in the feed. Each group reviews the work from others and evaluate and relate to own concept.

Each group completes the first step of an activity in relation to a specific concept or case-study. 

Asking students to ask questions in the feed.

Art school without materiality limited or no access to physical spaces.

Form of the teaching is more important than the location. Finding the best mode to engage our students. 

We did practice mirroring and maintaining contact hours.

Prescence we need to actively design it back in, this doesn’t have to be one thing it can be a recording a timely response and the resources that we provide. 

Reimagine institution and not replicate them.

21st century learning 

Digital competence

A tiresome chore for the campus lectures

ICT influence higher education using face to face when appropriate

Learning from digital media, digital professional learning opportunities

Learning challenges 

Continue learning and relearning of the continual changes in digital media industries. Investing time 

The role of university 

Relatively little value and really expensive credentials services. 

The qualification completing of course shows a level of discipline

The needs of industry and technological currency… not teaching things are necessary

Learning how to learn

Short courses

Deemed useful for digital media professional learning

Current in information

Informal learning strategies 

Employ social informal learning, relying on social relationships in either face to face or online modes.  Eg, communities of practice 

Social interaction happens digitally through social media- this can happen on Aula

Continually learning and improving of your own skills. 

21st century pedagogies for 21st century capability development

Advance what we do for the affordance of digital technology

Embrace the development of professional capability in the digital world.

Work integrated learning.

Facilitating access to knowledge.

Reinventing the way we do things to better meet the needs of learners in a new age.

Online instructional delivery gained attention during the pandemic 

Focusing on making content accessible to students

Individualised learner control and choice 

Goal orientations engagement with learning in general

Learners were regarded as capable of taking some responsibility for their engagement and subsequent achievement when the environment supports it (Kaplan and Maehr, 2007)

Choice as a major contributing factor to learner success.

Forethought- learners set goals

Performance- learners use strategies to help themselves learn and stay on task.

Self-reflection- learners reflect on their performance and evaluate the learning process and outcome

Cognitive and structured learning

Choices can be confusing, distracting and or mentally taxing on learners

Guided instruction or worked examples

Asking students to consider how they learn online- providing prompts can help

Providing pacing support- pacing is important, access to internet and type of device can cause fatigue. 

Monitoring engagement with instructional materials- when students stop attending or performance declines it can be signs of disruption, this can help with pacing support.

Idea needed by the end of feb

Should help your own learning outcomes 

Infographic and 5 minute vid? 

Assessment in art and design notes: 

Group marking is central to assessment in art and design

Marking groups

Assessment happens in that dialogue

Lecturers assess the student’s artistic practices and their artwork

So assessing the students throughout the process as you can see the students evolve their concepts throughout the term and see their final work.

Knowing the student is central to the assessment

Knowing the student can help with marking their work as you understand their thought process throughout their journey. The work and student are entangled.

Assessing process and product.

Capturing engagement .

Lecturers’ identities offer complex lenses through which student artwork is apprehended. 

When we assess someone within our own practice we tend to be harder when marking then if it is something alien to is as we lack understanding.

Art and design lecturers seek to assess student artwork in relation to student intention 

Pre-determined learning outcomes and assessment criteria are sometimes viewed as problematic in art and design 

Increasing the quality and quantity of formative assessment activities.

Getting learners to make judgements on their performance, students take responsibility for what and how they learn.

Formative learning activities

If the feedback process is driven by the teacher the student fails to engage fully with the meaning of the feedback. When the feedback process is driven by the learners own enquiry through reflection their focus becomes the progress they are making toward the outcomes of the unit.

Feedback can be seen as judgment 

Self assessment judgements

Encourage each learner in making their own regular and structured self assessment judgments on their process . 

Three key factors in establishing good quality formative assessment.

The ability to understand the goals being aimed for.

Some way of comparing the actual performance with the goals.

The skills to engage in activities which close the gap between the two.

Comprising feedback and self-monitoring.

Generic framework:

- Specific outcomes associated with each learning activity.

- Learning activities that allow students to assess their own learning and identify areas of uncertainty or problems

- A method that allows students and teachers to record engagement and achievement in these learning activities.

What must be achieved over what must be done

Progress recording

Learners are led in to taking responsibility for their own learning.

Eg. portfolio, log book or reflective log- used as validating evidence of the extent of engagement. 

It is an important motivator (progress record) also a talking point for learner and teacher. 

Allows students to find problem areas.

Link between engagement and success.

The way students perceive their learning and teaching situations is central to the quality of their learning. 

3 types of reflection-

Reflection in action-reflecting on the feedback from the environment this can be our own sense and what we are seeing and hearing for students. Reflecting and perhaps adapting in the moment. 

Reflection on action – thinking about something that has happened and reflecting how it went. Purposefully reflecting on what took place.  Looking at lesson plan and reflecting on how it went and how we changed and what we could have done better. 

Reflection for action – putting in to place a different plan for the future. So looking at what has been done and how it can be applied in the future. Informing on the future.

Imagination is key to the human progress 

No modes of expression are off the table

More imaginative activities the more engaged with learning

Students need to engage to fully understand complex content or develop exemplary skilfulness. 

Three axioms of student engagement

Student learning is deepest when the content or skills being learned are personally meaningful. Seeing connection and applications of learning. 

Retention is increased when the same content or skills are learned through multiple methods. 

The memorable experience help students learn, when the unexpected challenge or unanticipated task. Creating moments of productive discomfort. 

Engagement is personally meaningful

Students appreciation of the knowledge and skills being learned.

Important to find imaginative ways of helping students discover personal meaning in learning.

Multiple methods to engage the imagination

Promotes deeper learning

Interest at a high level

Disrupting the routine

Waking up students by asking them to do something unfamiliar and unexpected.

engaging imagination connects to reflection?

For teachers, being able to see what works and how students engage can help with how we can improve. Especially working with other teachers who can share a different perspective than our own.

Reflection is serious thought or consideration its also “ the active persistent and careful consideration of any beliefs or supposed form of knowledge in the light of the grounds that support it… and the further conclusions to which it tends.” 

Hard thinking I purposeful and deliberate, when we try to hard it leads to self-consciousness, tension and a loss of expertise. 

Soft thinking involves being in a relaxed state, takes time to emerge and cannot be rushed. 

Fourteen elements of reflective thinking

Check the assumptions that inform their actions and judgments 

Seek to open themselves to new and unfamiliar perspectives 

Attempt intersubjective understanding and perspective taking— trying to understand how another person reasons, understands content, or views knowledge 

Make their intuitions and “gut” feelings the focus of study 

Study the effects of their actions with a view to changing them 

Look for blind spots and omissions in their thinking 

Identify what is justified and well-grounded in their thinking 

Accept and experiment with multiple learning modalities 

Value emotional dimensions of their learning as much as the purely cognitive 

Try to upend their habitual ways of understanding something 

Connect their thinking conducted in one domain to thinking in another 12. Become more aware of their habitual epistemic cognition— the typical ways they judge something to be true 

 Apply reflective protocols in contextually appropriate ways 1

 Alternate cognitive analysis with an acceptance of an unregulated, unmediated flow of emotions, impulses, intuitions, and images 

Creativity and playfulness are important.

A degree of freedom is important to students, documenting their learning in alternative formats.

Resistance is normal.

Reflection can be used for control- it is important to note that getting students to reflect it can be seen as a constraining and controlling exercise of teacher power.

Inclusive Practices, Inclusive Pedagogies Learning from Widening Participation Research in Art and Design Higher Education “Chapter 6.1 

Crit allows an opportunity for verbal exchange.