Introduction Lecture 1, 29th January 2020. Reading and Reflection

This blog summarises some thoughts from the reading of ‘Race and the Neoliberal University’ by John Holmwood and ‘Improving teaching: Enhancing ways of being university teachers’ by Gloria Dall’ Alba. Being aware that this is a very complex and sensitive subject, which requires further enquiry. This is an initial reflection on some of the questions

• To what extent are individuals personally responsible for their success?
• What is the justification for some people earning less than others?
• What does social solidarity mean to you?

Personal responsibility of success

It is important to first of all see the individual in the context of where they come from and who they are, as we are part of an interconnected system not an ‘independent particle’. With this understanding of their background including the culture they come from, their ethical background, personal advantages and disadvantages of the individual.

By understanding the individual and their context one also need to take in account what support systems of growth the individual has access to (Holmwood, 2018). The support system of growth could be access to various education, a nurturing system of support that encourages curious learning and discovery, social structure that supports the individual’s evolving (Dall ‘Alba, 2005). Some character types have the force to overcome certain hurdles and challenges which make them stronger and some don’t have the internal resources to do so and stop to engage or loose the will to pursue their learning.

This leads me to the second point of what is defined as success. Is success defined as a general measure or does the individual define their personal definition of success, which could be of personal, financial or social nature. This sets the ‘frame’ of the scope of the personal ability to create success. Within this ‘frame’, understanding the person in their context one has a larger or smaller scope to create their definition of success and within this existing frame the responsibility to shape the success the individual is able to create.

Justification of difference in earnings

The difference in earning is often justified on the added value to the economy, ability to solve problems or provide services. This is often connected to the specialist knowledge and skill that the person adds to a company or organisation. This very complex subject requires more understanding of the connection between economics, global justice, law and other specialised areas.

Holmwood points out one factor that contributes to the divergent earnings in ‘The Race and the Neoliberal University. ‘Universities previously associated with elite social reproduction … sought to transfer that elite status into research activities, while also presenting themselves as providing access to superior employment opportunities in a purportedly meritocratic system of recruitment.’ (Holmwood, 2018, p.5)

The access to certain professional positions which have a chance of higher earnings is connected to the access of education. In neoliberal education this is very often connected to the level of financial support that a family is able to provide. Therefore, neoliberal education systems are contributing to the growing difference in earnings.

What does social solidarity mean to you?

As humans we are interconnected in a large web of life which includes humanity and the ecological system.  At the moment this web is drastically out of balance where there is a lot of injustice, suffering and exploitation.

To me social solidarity implies an acknowledgement of our shared interests and act on it. It requires firstly that we care enough to engage with potentially an uncomfortable reality that concern others while recognising our interconnectedness. It requires willingness to see injustice, engage with subjects that are potentially outside our immediate field of concern and bubble of our own reality; the openness, willingness to listen and curiosity to learn. This process in consequence will change one’s sense of reality and oneself.  In consequence it requires to act in our field of influence for a greater interest than just one’s own.

As individuals we hold various privileges, some more and some less. Through these privileges we have abilities to make something happen, our own individual power. With that power it comes the responsibility to use it in a way that oneself and the people around benefit that contributes to the restoration of that balance.

‘An essential aspect of this integration (of enhanced knowing) is continuing to be reflexive about teaching practice as the contexts in which we teach change.‘ (Dall’ Alba, 2005, p. 11)

Solidarity in an educational context incorporates the ability to be reflexive in teaching, that allows to respond to individual students’ needs with the aim to support the integration of knowledge through acting and being and thus be aware of a balance and inclusion in the classroom.

Bibliography

Dall’ Alba, G., (2005). Improving Teaching: Enhancing Ways of Being University Teachers. Higher Education Research & Development, Brisbane: University of Queensland

Holmwood, J., (2018). Race and the Neoliberal University: Lesson for a Public University

The Facilitation of Formulating Questions for Enquiry-based Leraning

The traditional teaching model is where the teacher asks the questions and the kids are trained to answer them. This comes from a time where the people were trained to memorise useful bits of information to be able to execute easy tasks, to become workers in factories. We are in a different world right now. The education model needs to shift where kids are asking their own questions. (Berger, 2016)

In an interview Joel Pardalis (2017, Right question institute: Stimulate Students Curiosity with the Question Formulating Technique), a teacher at New Fairfield School in Connecticut phrases ‘The person who owns the question owns the learning, the goal of a teacher is for the students to own their own learning.’

The Right Question Institute describes questioning as ‘the ability to organise our thinking around what we don’t know’. Questions can help to solve problems, create new things, dig deep and get to the root of things, connect with others, give a voice and take us to new places. (Waren Berger, Beautiful Questions in the Classroom)

My approach to writing this blog

During my own teaching I have noticed whenever students are invited to engage with a genuine question and have the space to explore that question in a group, students immediately start to actively participate. An animated exchange starts to unfold amongst the group.

A previous post introduced Enquiry Based Learning teaching. This post looks closer into specific techniques and practical teaching formats that I can apply to my own teaching in fashion design. For the research I am looking at mixed sources from blogs, talks and e-books. As some books are not available as an electronic source, recorded talks by the authors help to find the core of the information.

For the enquiry of this blog post I applied the Question Formulating Technique (QFT) (explained in more detail below) by the Right Question Institute. This exercise was very useful form my clarification and focus and gave an insight on how engaging and dynamic it can be in a group.

The three questions that I want to explore in this blog post are

• What setting can support students in generating curious questions?
• In which learning structure does a facilitation of questions work and how can it serve in design development?
• How can a lesson or workshop structure in my teaching look like that incorporates question formulating?

Introduction of techniques

There are various techniques of generating questions which seemed similar at first, looking closely they differ in depth of investigation and context. The techniques include Berger with his book and talks on ‘A More Beautiful Question’, ‘the Question Game’ bySophie Wrobel, Question Formulating Technique (QFT) by the Right Question Institute, ‘Quescussions’ by Paul Bidwell, ‘Chalk Talk’ by Hilton Smith and Marylyn Wentworth and the Strategic Questioning Manual by Fran Peavey.

The journalist and speaker Warren Berger discovered the power of asking questions through interviewing a large variety of people from inventors, CEOs, creatives to celebrities. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, he shares some of his findings about the layers of enquiry and different types of questions.

He noticed a repeating pattern within the process of deep enquiry.

1. See what’s there and what isn’t. Don’t be afraid to ask the fundamental and basic question.

2. Understand: Why X 5 Get your brain around the problem: why does this problem exist? Ask why questions that others are not asking, repeatedly to get to the root of the problem

3. Imagine: What if? Use your imagination

4. Create: How? Prototyping and practicalities, how do you make it work? Move from asking to action

Based on Berger’s work Sophie Wrobel developed the Question Game. The participants are presented with an initial trigger, in the example within the article it is a story. The dice with question prompts on each face is used to evoke questions in the group that encourage critical thinking, deep enquiry and generate open questions on a subject.

The prompts on the dice are based on Why, What If, and How

The participants go through four stages from initial excitement of the game. Distressof initial challenges and learning of a different way of engaging with questions. Acceptancewhen understanding of questions and familiarisation of engagement settles to applicationthat shows in creative problem solving and following discussions. (Wrobel)

Berger works together with the Right Questions Institute (RQI). The non-profit educational organisation offers a wide range of sources for individuals, institutions and communities across all sectors. In the core lies a theory of learning that is grounded in question formulating: The Question Formulation Technique (QFT). It is designed for learners to generate their own questions, to improve their questions and to strategize on how to use them. This process allows the students to do divergent thinking, convergent thinking and metacognitive thinking in one process where students have the chance to question their assumptions (Rothstein, RQI) The technique itself is very simple and leads the participants through the process. The QFT has following steps and guidelines

1. Ask as many questions as you can.
2. Do not stop to discuss, critique, or answer any question.
3. Write down every question exactly as it is stated.
4. Change any statement into a question.

It stimulates curiosity, leads to greater student engagement, ownership and produces deeper and nuanced understanding of a topic. (Rothstein, RQI) Beyond the learning of the subject, the students develop a variety of soft skills. It teaches the students communication skills of listening when formulating questions in a group.

An applied example of the QFT illustrates the history class from Joshua Beer with his eighth-grade students at Goshen Lempster School in New Hampshire Canada. He used the QFT for summative assessment in a 7-step process from generating questions in a group, evaluating and improving the questions, ordering and ranking the questions, discussing next steps and reviewing the process.  These questions were then used in the summative assessment.

Step 1: Review the rules for producing questions

• Ask as many questions as you can
• Change any statements into questions
• Write down every question exactly as it is stated
• Do not stop to discuss, judge or answer the question

Step 2: Introduce the Question Focus (followed with specific QF) i.e., Questions that should be asked about American Imperialism at the turn of the 20^th century.

Step 3: Produce questions. Questioning gets the students to think what, do they know about a subject? Working in groups generates an inspirational unfolding of curiosity

Step 4: Improve questions. Identify open and closed questions. Get students to understand that there are different types of questions. Depending on how a question is phrased you get different answers. Get the students to reframe an open ended question to a closed ended question and the other way around.

Step 5: Prioritise questions. Choose 3 questions that are most important to help understand the subject. Ranking and ordering the questions to what comes first, second and third. Why did students arrange these questions that way?

Step 6: Discuss next steps i.e., a base for research project or a test based on 10 questions generated

Step 7: Reflect questions. How do these questions show that you have learned about the topic (i.e. American imperialism in the turn of the 20^th century?) First students reflect individually then share their reflection in group. What was the process? What did we do? Why did we do it? What did we learn?

Note: For step 5, Berger’s ordering of ‘Why’, ‘What if’ and ‘How’ can be very useful at this point.

In ‘What’s a ‘good’ Inquiry Questions?’ Bidwell outlines the various types of enquiry and suggested structure that can facilitate the generation of good questions. These types of inquiry are summarised in a ‘question forming manual’ and include

1. The question is open to research
2. You don’t already know the answer
3. The question may have multiple possible answers
4. It’s a clear focus
5. The question should be reasonable
6. Try to avoid or rephrase questions which have premise
7. Make sure you have defined all the terms in your question, so you know exactly what you are asking
8. A new question can be asked once all the information is gathered
9. Having the right answer matters to you.

(Bidwell, p. 1 and 2)

Amongst the common points of preferring an open rather than closed questions, he also states seemingly obvious points such as ‘Having the right answer matters to you’ (Bidwell, p.2). However, in a strongly visual and creative context this might apply at the beginning of the research stage and then can be stronger focused on the visual coherency.

He then gives a simple suggestion on a facilitation format, the ‘Quescussions’ that ‘Forces students to reflect on questions and go one level deeper that statements.’ (Bidwell, p.2). The format starts with a trigger for the ‘Quescussion’ (i.e. poem, topic, object) and suggests some simple ground rules for the process where the discussion can only include questions.

• Open-ended questions are preferred to closed questions
• Ask questions about feelings as well as facts
• Humour is encouraged, sarcasm is discouraged
• A question does not have to be directly related to the previous question.

His ‘question forming manual’ is particularly interesting as it suggests tools to evaluate and refine existing questions.

Another inquiry module is ‘Chalk Talk’ by Hilton Smith and Marylyn Wenworth. It is a simple format that facilitates a group process, ‘… a silent way to do reflection, generate ideas, check on learning, develop projects or solve problems.’ (Smith and Wenworth, p.1) The format is briefly explained and initiated with a trigger i.e. a question or statement. Then pieces of chalk (or other writing media) get passed around. The format takes place in silence. The facilitator can steer by taking part in the ‘Chalk talk’, writing comments or questions or drawing connection between the points. Sufficient time allows all participants to participate.

This format is not specifically designed on formulating questions nevertheless it can also facilitate to generate questions in a group process. Its simplicity and silence can invite the quieter students and make it more inclusive.

The Strategic Questioning Manual developed by Fran Peavey is a very powerful tool that facilitates a group process. The focused questions lead participants through a process to discover their own ideas and strategies of change.

There are 8 steps of questioning

1. Focus question: what issues concern me?
2. Observation Question: What do you know about these issues, what is your experience with them?
3. Feeling question: How does it make you feel when you are talking about these issues? When you are living these issues
4. Vision question: What are your goals and dreams around this?
5. Change question: What do you need to get there?
6. Consider the alternatives question: How are you going to realise this?
7. Personal inventory and support question: What do you need to get there? How could you realise these/ How could we realise these? What resources do we need?
8. Personal action steps question: What steps can we concretely take to accomplish these goals?

This process is less suitable for the EBL where the focus lies on gaining more knowledge on a specific subject. It might work better on how to bring about change to an existing situation and can be more suitable for a workshop context where a strong focus can be held over a longer time. These 8 step questions can be a useful way to lead students from a talk or presentation to their own take on a project. (This can become very useful for my SIP workshop)

Conclusion

Most of the introduced techniques have a similar process, which starts with a focus through a trigger or subject of interest. The formulation of questions is in some techniques more open in others have a stronger guideline through tools or question structures. The open questioning techniques follow with a stage of evaluation of the questions and potentially refining and ordering the questions. With these techniques the ability of asking questions is a significant learning outcome. The approaches with a predefined question structure or guideline lead the enquirer through the process and have the outcome of the enquiry as focus. Depending on the time frame, the wider process and the aimed outcome of the context each of the introduced techniques open a new way of teaching. The teacher can facilitate a learning environment, which is supportive of students to generate curious questions. It requires the shift of what is valued in this learning space from a knowledge focused environment to an enquiry focused environment.

The rules of non-judgement and inclusivity are important components, that create the space to allow questions to arise. In a space where there are no statements allowed brings all participants on an equal level of enquiry. A group process inspires the participants and cross-pollinates curiosity. A silent format that is suggested from the ‘Chalk Talk’ makes the process inclusive to certain students. A playful and fun environment helps students to enjoy and engage in the structure, such as the question dice, which prompts students in unexpected ways.

The formulation of questions opens students’ minds for enquiry and is therefore useful at the beginning of a learning curve. In a design context this can be used in various stages of a project process. In the introduction of a new project brief, it can be used for a brainstorm (‘Chalk talk’ session) in a group, more theoretical parts of the design process or the constructive feedback at the end of a project. Through the formulation of questions, the students loosen up in a group process and at the same time have a strong sense of ownership of their own process. It can also be used with students in a less formal way, when students are stuck with their project. The generation of questions in small groups can help students to find their own way through challenges. In the setting of a tutorial, students can prepare their own questions to ask that allows them to direct the feedback they receive.

For lesson where a new project brief is introduced, a question formulation helps with the initial enquiry and brainstorm of ideas. The group is split in smaller groups of 5-7 students. The group generates questions that aim to understand the subject of the brief in more depth. Following from there further questions of enquiry in smaller groups or individual work generate the personal enquiry. With a question dice the subject can be explored in an even more playful way. This will also prompt various questions with ‘Why’, ‘What if’ and ‘How’. The questions generated are collected in a group. Each student then chooses one to three questions for their research starting point. Steps of the lesson in brief are as followed

1. Stating the rules of engagement
2. Introduction of the trigger to the question formulation session
3. In groups of 5-7 students, generating questions
4. Improve questions (tools from ‘good’ enquiry question, Bidwell)
5. Prioritise question (Why, What if, How, tool from Berger)
6. From here each pair or individual student chooses 3 questions to understand the core of the subject and one personal question
7. Discussion of next steps, (where and how to research)
8. Review of the findings and new questions to guide the research. In same groups students present their finding to each other.

For the introduction of a theoretical part of the design process a keyword or image can introduce the subject. Students in group of 5-7 then generates questions on this subject. The evaluation of the questions, shaping and improving the questions, closed questions to open questions gives the students the chance to engage deeper with the questions and its subject. The small group bring suggestions of questions to the class, which then get elicited in the group. Information that is not known can be researched afterwards. The group then brainstorms where to find this information. Subjects such as portfolio content and presentation can be suitable for that.

A QFT can also be very useful to establish skills on evaluation and assessment skills. This can work during a constructive feedback session where the students learn on what constructive feedback is and how to give constructive feedback.

Students in smaller groups go through a short version on the QFT. Following the class then chooses some questions which support the students in the process of giving each other constructive feedback, written or verbally.

Note of my own process

The more I looked into the subject, the more I understood that this brief enquiry just scratches the surface on a fascinating subject. During the process of writing the content for this blog my own approach changed. I initially started with the intention to writing a quick statement on asking question techniques. In the progression of my research, I came across some very interesting yet simple techniques, which I then applied to my own process of writing this post. I noticed that genuine curiosity and enquiry start to lead me in this process. It challenges my habitual thinking pattern of satisfying my curiosity with quick statements. Posing my own questions gives me a sense of ownership over my own learning and guides me in the enquiry process.

The change to this form of teaching requires a shift in familiar teaching dynamics. This is for students as well as for teachers. The student needs to move in a position of active ownership of their learning and the teacher in a role of facilitation where the outcome is not as predictable. I used to see myself as someone who introduces the students to new skills and then encourages them to build their own creative process. In the practical application on these questioning techniques these familiar dynamics are likely to change. Especially in a 1-1 teaching format students look at the teacher to receive information from. This shift can be very unfamiliar for students and teachers. The aim is to support the learners to have ownership over their own learning process.

Bibliography

Book

Berger, W., (2014). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury USA

Rothstein, D., Santana, L. (2015) Make Just One Change: Teach Students to Ask Their Own Questions. 6^th edition, Harvard Education Press

Blogs and E-Journals

McCarthy, J. (2015) Question Formulating Techniques: Empowering Students Inquiry, Opening Paths [online] Available at: https://openingpaths.org/blog/2015/05/question-formulation-technique-empowering-student-inquiry/ [Accessed 24/11/2020]

McCarthy, J., (2015) Need to Know Process, Opening Path, [online] Available at: https://openingpaths.org/blog/2015/02/need-to-know-process/ [Accessed 25/11/2020]

McCarthy, J., Fostering Students’ Questions: Inquiry-Based Learning Techniques, Edutopia [online] Available at https://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy accessed on 25/11/20 [Accessed 25/11/2020]

Peavey, F., Strategic Questioning Manual. [online] Available at http://transformerleadership.com/wp-content/uploads/2018/03/Strategic-Questioning-Manual-11b4d4l.pdf [Accessed 25/11/2020]

Smith, H., Wenworth, M., Chalk Talk National School Reform Faculty, Human Education Centre, [online] Available at https://www.nsrfharmony.org/wp-content/uploads/2017/10/chalk_talk_0.pdf [Accessed 25/11/2020]

Video

Steps of inquiry-based learning. (2015). [online] Eteacherhub Available at https://www.youtube.com/watch?v=SLjVOlnUoXU [Accessed 25/11/2020]

Quescussions (2015). [online] Eteacherhub Available at https://www.youtube.com/watch?v=p0-D0VID7D0 [Accessed 23/11/2020]

Strategic Questioning: Asking the Best Questions (2017), JUST Listening, [online] Available at https://www.youtube.com/watch?v=Z-QXY0pgT8I [Accessed 23/11/2020]

Berger, W., A More Beautiful Question, The Power of Inquiry to Spark Breakthrough Ideas (2016) [online] Available at https://www.youtube.com/watch?v=G_BuJ7ViQsE [Accessed 23/11/2020]

Berger, W., ‘8 Questioning Superpowers from Beautiful Questions in the Classroom’ [online] Available at https://www.youtube.com/watch?v=yV7L8NRoUqQ&feature=emb_logo [Accessed 25/11/20]

Enquiry Skills (2010) Teachers TV/UK Department of Education, Alexander Street Press [online] Available at  https://video-alexanderstreet-com.arts.idm.oclc.org/watch/enquiry-skills [Accessed 23/11/2020]

Stimulate Students Curiosity with the Question Formulating Technique (2017) Right Question Institute [online] Available at https://www.youtube.com/watch?v=9Dhg13QBOBM&feature=emb_logo [Accessed 23/11/2020]

Teaching students to ask their own questions (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=qOGbA9LocAk [Accessed 21/11/2020]

Voice of the field (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=mYfC1OM9AS4&feature=emb_logo [Accessed 25/11/2020]

The Question Formulating Technique (QFT) for Summative Assessment (2015) Germeshausen Foundation [online] Available at https://www.youtube.com/watch?v=lfXEf0nG51I&feature=emb_logo [Accessed 23/11/2020]

Websites

ETeachers Hub [online] Available at:  http://eteachershub.com/hello-world/ [Accessed 19/11/2020]

The question game: a playful way of teaching critical thinking [online] Available at: https://www.teachthought.com/critical-thinking/question-game-playful-way-teach-critical-thinking/ [Accessed 19/11/2020]

What are close ended questions [online] Available at:  https://kwiksurveys.com/blog/survey-design/close-ended-questions [Accessed 20/11/2020]

The right question institute [online] Available at: https://rightquestion.org/ [Accessed 20/11/2020]

The Commons, Social Change Library, [online] Available at:  https://commonslibrary.org/strategic-questioning/ [Accessed 20/11/2020]

Wasabi Learning [online] Available at: https://wabisabilearning.com/blogs/inquiry/asking-inquiry-based-learning-questions [Accessed 20/11/2020]

People

Warren Berger, A More Beautiful Question

Dan Rothstein, co-director, the right question institute

Luz Santana, co-director, the right question institute

Jennifer Murrihy, education specialist, Area Cooperative educational services

Kim Sergent, Instructional Specialist, Kentucky Vally Educational Cooperative

Joel Pardalis, 6-12 Humanities Coordinator, New Fairfield School, Connecticut

My name is Petra Metzger. I am originally from the Black Forest in Germany. Beyond my professional background as a dressmaker, fashion designer and founder of EINE ltd,

I have developed my teaching practise over the last 10 years. Places and courses include

• Central Saint Martins: Short courses in design, styling, draping, portfolio and concept work
• London Arts Portfolio: Fashion, one to one and small group
• Norwich University: Fashion final year
• Central Saint Martins: Foundation in Art and Design, Fashion pathway
• Orbita, Centro-br Brazil: Postgraduate Fashion course
• Fashion Tuition: Private tuition

During this PG Cert I want to explore the question, ‘How do we teach in this time of change?’ How can we teach emotionally difficult facts kindly? How does kind and inclusive teaching look like and what methodologies give learners ownership over their learning experience?

My interest in teaching methodologies

• Joanna Macy – General systems theory and deep economy
• Paulo Freire – Pedagogy of the Oppressed
• Judy Chicago, Donald Woodman, Fassinger, Linda Forrest – feminist pedagogy, non-hierarchical teaching, inviting students on an inquiring and curious journey, building trust in the creative exploration
• bell hooks – Teaching in community

Proposal

When teaching emotionally triggering subjects such as the devastating impacts of the fashion industry on our environment or climate catastrophe the way the information is taught can make a big difference in the experience of the learner.

Very often students or participants have a traumatising experience during presentation, which leaves them disempowered or depressed. I have noticed students checking out physically or mentally during an offload of challenging information. The learners get burned and therefore loose the willingness to engage with the subject afterwards.

How can a learning space resource the learner to stay present and engaged and feel inspired to move forward?

How can we teach the difficult stuff while helping the students to be resourced enough to stay engaged?

Aims

An online workshop about the impacts of the fashion industry on our environment with a trauma-informed framework.

The aim is to create a teaching frame that includes techniques, tools and exercises that help the student to stay present and leave the workshop informed, inspired and in some way empowered to move forward. This framework could then be applied to various topics.

• I want to create an online workshop that teaches kindly the devastating facts of the fashion industry and the crisis in which we are in.
• The aim of the online workshop is to inform the learners about important facts and impacts of the fashion industry in a kind way.  The tools given help the learners to move through difficult emotions and leave with an empowered sense of direction and inspiration to move forward.

• 

• 

Objectives

• I want to create and hold an online workshop on the environmental impact of the fashion industry with a trauma informed teaching frame. The tools in the workshop are aimed to help the learner to resource themselves and their nervous system to be able to stay present and engaged in the learning process. Therefore, I want to investigate the following questions:
• What can cause disassociation and trauma? What are trigger signs?
• How can we take the trauma awareness, consent and awareness of the nervous system into teaching?
• What structure, tools and exercises can help the learner to stay present and engaged?

Plan to gain deeper understanding and collect ideas

Areas of research are Trauma Informed Teaching practises, Nervous system and Consent work and Future-oriented and wholesome teaching practises

Methodology

Start

• Conversation with colleagues, practitioners and activists, what are their experiences when teaching potentially triggering subjects?
• Documentation of experience including my own observations

Research and Preparation

• Research relevant knowledge and specific existing techniques for trauma informed teaching. This includes watching documentaries, reading journals and books, listening to podcasts, reviewing workshop participation

Workshop Planning

• Design and prepare the workshop. This workshop needs to be suitable for various audiences.

Delivering and Evaluation

• Documentation of workshop
• Design an evaluation format for feedback and learn about the experience of the participants

• 

• 

Feedback from group

• Is the term ‘Trauma informed Teaching’ accurate or is there a way to phrase it in a more positive way?
• Inclusivity elective unit which is run by Aisha Richards and Terry Finnigan give warnings when it gets uncomfortable. They are very transparent how they teach challenging subjects.
• Interactive activities in online teaching (Book: 53 interesting things to do in your lecture) and note down on Lesson Plan S->T , T->S
• Am I looking at the subject that I am teaching or am I looking at the pedagogy and the way that I am teaching it? Even though I need to put the lecture together I am more focused on the pedagogy and the way of teaching

Action Steps

• Look at varieties of activities, teacher to student, student to teacher, student to student activities. Book: ‘53 interesting things to do in your lecture’
• Look at lectures from Inclusivity unit by Aisha and Terry
• Activities from ‘Earth Logic’ workshop
• Workshop content check with Alice Welby, not the focus.